Abstract
Second language acquisition (SLA) is a complex process influenced by various cognitive factors, among which working memory (WM) plays a pivotal role. This review synthesizes existing research to elucidate the significance of WM in SLA. We delve into the theoretical frameworks, empirical studies, and methodologies employed to explore the relationship between WM and SLA. Moreover, we discuss the implications of these findings for language instruction and pedagogy, emphasizing the importance of incorporating WM-based strategies to enhance language learning outcomes.
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