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Verbal Working Memory and Dual-Deficiency in Iranian EFL Learners: A Cognitive-Linguistic Investigation of Reading Deficiencies | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 26 شهریور 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.73337.2881 | ||
| نویسندگان | ||
| Zahra Farajnezhad؛ Omid Tabatabaei* ؛ Hadi Salehi؛ Hossein Vahid Dastjerdi | ||
| Department of English Language, Na.C., Islamic Azad University, Najafabad, Isfahan, Iran. | ||
| چکیده | ||
| This study investigated the interplay between Verbal Working Memory (VWM) span and Dual-Deficiency (DD) among 75 Iranian intermediate-level EFL learners, identified from an initial homogenized sample of 300 using the Oxford Quick Placement Test. Employing a quantitative, cross-sectional design, VWM was assessed using Digits Forward/Backward Span and Non-word Repetition, while DD was measured through Rapid Automatic Naming–Letters and the Phonological Awareness Test. Descriptive statistics and Pearson correlation analysis revealed a strong positive relationship between VWM and DD (*r* = .766, *p* < .001), with VWM explaining 59% of the variance in decoding difficulties. These findings highlight VWM's critical role in phonological processing, storage, and manipulation during reading—processes essential for accurate word recognition and fluency. The study contributes to cognitive models of L2 reading and carries pedagogical implications for teachers, learners, and curriculum developers, advocating for cognitively responsive instruction and diagnostic practices addressing VWM constraints in EFL reading deficiencies. | ||
| کلیدواژهها | ||
| Dual Deficiency (DD)؛ Iranian EFL Learners؛ Reading Deficiencies؛ Verbal Working Memory (VWM) | ||
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آمار تعداد مشاهده مقاله: 820 |
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