Options
Investigating the effect of working memory and vocabulary on listening comprehension
Author
Jiang, Qian
Supervisor
Aryadoust, Vahid
Abstract
Listening comprehension is a crucial competence of language learners. A number of theories have been proposed by scholars to explain the nature of listening comprehension. One strand of research on listening comprehension is focused on identifying factors that can predict listening performance under assessment conditions. Individual difference factors are among the important predictive facets. Although a bulk of empirical studies have investigated the extent of individual difference factors’ influence on listening comprehension, the role of working memory as a predictor of listening performance is still underrepresented. The present dissertation investigated the effect of working memory on listening comprehension with and without accounting for the influence of vocabulary knowledge by conducting linear regression analysis.
The data of this study consisted of 109 samples of test scores of listening comprehension ability, working memory capacity and vocabulary knowledge. To examine the precision and psychometric validity of the instruments employed, a series of the Rasch model analysis were first conducted. Subsequently, linear regression analysis was applied to investigate the predictive power of working memory and vocabulary measures. Results showed that working memory predicts listening comprehension statistically significantly (R2 = .739, p < .000, β = .860). In addition, although the magnitude of prediction of working memory decreased to .376 when vocabulary knowledge was factored in (β = .627), working memory and vocabulary showed a strong combined contribution to the variance of listening comprehension (R2 = .777, p < .000). Theoretical and practical implications are derived from this study for test developers, language education practitioners and learners, and potential directions for future research are discussed.
The data of this study consisted of 109 samples of test scores of listening comprehension ability, working memory capacity and vocabulary knowledge. To examine the precision and psychometric validity of the instruments employed, a series of the Rasch model analysis were first conducted. Subsequently, linear regression analysis was applied to investigate the predictive power of working memory and vocabulary measures. Results showed that working memory predicts listening comprehension statistically significantly (R2 = .739, p < .000, β = .860). In addition, although the magnitude of prediction of working memory decreased to .376 when vocabulary knowledge was factored in (β = .627), working memory and vocabulary showed a strong combined contribution to the variance of listening comprehension (R2 = .777, p < .000). Theoretical and practical implications are derived from this study for test developers, language education practitioners and learners, and potential directions for future research are discussed.
Date Issued
2022
Call Number
P95.46 Jia
Date Submitted
2022