WORKING MEMORY AND INTRINSIC MOTIVATION IN ORAL SKILLS PERFORMANCE IN ENGLISH AS A FOREIGN LANGUAGE STUDENTS

Authors

  • Universidad Católica Luis Amigó, Colombia
  • Universidad Católica Luis Amigó, Colombia

DOI:

https://doi.org/10.29393/RLA62-5WMDC20005

Keywords:

working memory, intrinsic motivation, oral skills, performance, English as a Foreign Language

Abstract

This article presents findings from a research project conducted between 2022 and 2024 involving high school students from a private school in Medellin. The study aims to analyze the impact of Working Memory (WM) and Intrinsic Motivation (IM) on the performance of oral skills in English as a foreign language (EFL). A correlational research design was employed to explore the relationships between these variables. Measurement involved the use of the Motivational Assessment Questionnaire of the Learning Process (EMPA), the Working Memory Index of the Wechsler Intelligence Scale for Children (WISC-IV), the Controlled Oral Word Association Test (COWAT), and the standardized Cambridge A2 Key (KET) test according to the Common European Framework of Reference for Languages (CEFR). Results suggest a moderate positive influence of WM on oral performance, while IM displays a positive but statistically insignificant correlation. It is proposed that investigating the interplay between WM and IM could be a promising avenue for future research, underscoring the significance of cognitive and motivational factors in language acquisition.

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Published

2024-12-09

How to Cite

DARLIN EDUARDO, & CARLOS ANDRÉS. (2024). WORKING MEMORY AND INTRINSIC MOTIVATION IN ORAL SKILLS PERFORMANCE IN ENGLISH AS A FOREIGN LANGUAGE STUDENTS. RLA. Revista De Lingüística Teórica Y Aplicada, 62(2), 113-138. https://doi.org/10.29393/RLA62-5WMDC20005

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Artículos