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The revised working memory model (Baddeley, 2000).

The revised working memory model (Baddeley, 2000).

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Figure 1. The revised working memory model (Baddeley, 2000).
Table 5 .
The OPT Result
Descriptive Statistics; Testing Normality of Data
The Relationship between Working Memory, Speaking Accuracy and Length of Utterances of Iranian EFL Learners
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  • Jan 2019
This study explored the relationship among working memory (WM), speaking accuracy and length of utterance of Iranian Intermediate EFL learners. The data were collected from 38 female EFL learners whose age range was between 12 and 15 studying English at a language institute in Tehran. First, an Oxford Placement Test (OPT) was administrated to ensur...
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... a large effect size, p = .000). Correlation is significant at the 0.01 level (2-tailed). ...

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... According to Peng, Barnes, Wang, and Swanson (2017), listening comprehension and the various working memory characteristics were connected to a comparable extent, with verbal working memory showing the highest relationships. Meanwhile, Rafiei et al. (2019) found a connection between speaking accuracy and working memory capacity. Additionally, Chow, Mo, and Dong (2021) hypothesized that working memory was a distinct "predictor of listening comprehension" and that listening anxiety may have acted as a moderator in the relationship between verbal "working memory and listening comprehension". ...
The Impact Of Working Memory On EFL Learners' Listening Comprehension
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This study aims to look into the levels of "working memory and listening comprehension", the impact of working memory on listening comprehension skills based on EFL learners' gender and academic differences, and whether working memory can predict EFL learners' listening comprehension skills. To best design the study, a descriptive-correlational approach was used. 423 students, ages 18 to 25, from the departments of English Language and Literature and English Language Translation participated in the survey. Two scales were used to collect data: the working memory scale (Vallat-Azouvi, Pradat-Diehl, & Philippe, 2012) and the International English Language Testing System (IELTS). The results indicated that the attention domain was the most effective working memory domain. Another result showed a positive correlation between listening comprehension and working memory and its three domains. Nonetheless, results did not detect any statistically significant effect of gender and academic major on the level of working memory and listening comprehension. However, the results of the study reflect that attention, storage, and executive processing predict (51.3%) listening comprehension among Jordanian EFL learners.
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