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Title: THE EFFECTS OF WORKING MEMORY AND BOREDOM ON L2 READING PERFORMANCE
Authors: Jiayi Liao and Junhong Dong
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Jiayi Liao1 and Junhong Dong2 1,2. School of Foreign Studies, Northwestern Polytechnical University, China
MLA 8 Liao, Jiayi, and Junhong Dong. "THE EFFECTS OF WORKING MEMORY AND BOREDOM ON L2 READING PERFORMANCE." Int. j. of Social Science and Economic Research, vol. 8, no. 6, June 2023, pp. 1291-1301, doi.org/10.46609/IJSSER.2023.v08i06.007. Accessed June 2023. APA 6 Liao, J., & Dong, J. (2023, June). THE EFFECTS OF WORKING MEMORY AND BOREDOM ON L2 READING PERFORMANCE. Int. j. of Social Science and Economic Research, 8(6), 1291-1301. Retrieved from https://doi.org/10.46609/IJSSER.2023.v08i06.007 Chicago Liao, Jiayi, and Junhong Dong. "THE EFFECTS OF WORKING MEMORY AND BOREDOM ON L2 READING PERFORMANCE." Int. j. of Social Science and Economic Research 8, no. 6 (June 2023), 1291-1301. Accessed June, 2023. https://doi.org/10.46609/IJSSER.2023.v08i06.007.
References [1]. Baddeley, A.. Working memory. New York: Oxford University Press, 1986. [2]. Cowan, N.. Working Memory Capacity. Hove: Psychology Press, 2005. [3]. Li, Chengchen. “A control-value theory approach to boredom in English class among university students in China”. The Modern Language Journal, 2021, 105(1). [4]. Goetz, Thomas & Nathan C. Hall.. Academic boredom. International handbook of emotions in education, 311–330. London: Routledge, 2014. [5]. Putwain, David W., Reinhard Pekrun, Laura J. Nicholson, Wendy Symes, Sandra Becker & Herbert W. Marsh. “Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis”. American Educational Research Journal, 2018, 55(6), p. 1339–1368. [6]. Wen, Z., Teng, M.F., Han, L. & Zeng, Y.. “Working Memory Models and Measures in Language and Bilingualism Research: Integrating Cognitive and Affective Perspectives”. Brain Sci. 2022, 12, p. 729-745. [7]. Waters, & Caplan, S.. “The measurement of verbal working memory capacity and its relation to reading comprehension”. Q J Exp Psychol A, 1996, 49(1), p. 51-75. [8]. Li, C., Dewaele, J. M., & Hu, Y.. “Foreign language learning boredom: conceptualization and measurement”. Applied Linguistics Review, 2020.
ABSTRACT: As an important issue in the field of psycholinguistics, working memory gradually becomes popular in Second Language Acquisition (SLA). Since working memory in language processing involves cognitive and affective perspective, the relationship between working memory capacity (WMC) and academic emotion can be further investigated, and boredom is chosen as a specific emotion in this study. On this basis, this study selected 46 undergraduate students at a researchoriented university located in northwestern China, explored the relationship between WMC and boredom, and discussed the effects of WMC and boredom on L2 reading performance. The results show that: 1) there exist negative correlation between boredom and WMC; 2) WMC has a main effect on L2 reading comprehension and L2 learners with larger WMC gain higher reading scores; 3) boredom does not affect participants’ reading performance, which may be caused by limited sample size or other individual differences, such as learners’ motivation and strategies in the process of language learning.

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