مطالب

Working memory is believed to interact with a second language (L2) learning at the cognitive level. The present study sought to explore the impact of L2 readers’ prior knowledge on the contribution of working memory to reading comprehension. Eighty Iranian English learners were divided into two groups of high and low by their scores on L2 knowledge and the topic knowledge tests. Their working memory spans, and reading comprehension abilities were measured via a working memory test and a reading comprehension test respectively. The results indicated that working memory significantly predicted L2 reading comprehension only when the readers had sufficient topic knowledge. The results also show that the learners’ comprehension was mostly determined by their L2 linguistic knowledge, even when they had considerable working memory capacity. The findings imply that readers’ prior knowledge could moderate the contribution of working memory in L2 reading comprehension. A certain level of knowledge in the target language and on the topic is required for L2 readers to help working memory work more efficiently.

Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has become increasingly popular among language education authorities. This research aimed at comparing flipped, blended, and traditional teaching (T-learning) contexts on Iranian EFL learners’ grammar learning. To this end, 60 intermediate EFL students out of 80, based on their performance in an Oxford Placement Test (OPT), were selected and divided into three groups, including two comparative and one control group, 20 in each. At the beginning of the study, the three groups participated in a pretest to assess their initial ability of grammar knowledge. To integrate technology into their instruction, both comparative groups received the same treatment and materials based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The blended comparative group received instruction in both on-line and T-learning contexts, while the flipped comparative group received instruction in an online context. The control group received instruction in a T-learning context. After the treatment sessions, they participated in a post-test. The findings showed that reading interesting English newspaper articles, both in the blended and flipped classrooms had a statistically significant effect on developing EFL learners' grammar knowledge. The findings of the study may be beneficial for EFL teachers and material developers to reconsider the role of educational technology (Ed Tech) tools to support classroom-based learning.