Investigating the Correlation between Verbal Working Memory Capacity and L2 Reading Comprehension: The Case of Undergraduate Students of English at Biskra University

Abstract

Reading is perceived as a cornerstone which improvement and development are necessary for the achievement of higher language proficiency levels. EFL learners, however, are required to hold an adequate mastery on reading comprehension. The latter have been observed to cause repeated worries for the majority of EFL students at Biskra University. In an attempt to isolate one of the possible factors revolving around the issue, the present study investigated a possible correlation between verbal working memory capacity and reading comprehension of 30 students, who were selected following the convenient sampling technique. On the methodological terms, the study rested on a Mixed-methods approach wherein a case study design as well as a convergent parallel design allowing for the interpretation of both data simultaneously. In order to collected the necessary data, a verbal working memory test and a reading comprehension test were administered in addition to a questionnaire and interviews with four teachers of Reading. While thematic analysis, conducted through MAXQDA 2022, was used in qualitative analysis, quantitative analysis was analyzed through measures of frequencies and Spearman correlation. Ultimately, the findings revealed a moderate positive correlation between the verbal working memory capacity of the selected sample and their reading comprehension. The correlation was equally reflected in the results of the interviews and the questionnaires. The results also indicated a limited awareness on the influence of cognitive factors on reading comprehension as, generally, teachers failed to prove otherwise. Lastly, the students’ admitted facing further difficulties in questions where the role of their working memory was more pronounced. Essentially, the results were holistically in favour of the found positive correlation.