Exploring the effects of working memory on reading comprehension among Chinese EFL learners

Reading comprehension is crucial for language acquisition and has garnered significant attention. In light of this, substantial research has examined the variables affecting reading comprehension from various perspectives. Studies in cognitive psychology have explored the connection between working memory (WM) and English reading comprehension. However, few reviews specifically address the influence of WM on reading comprehension in the context of Chinese English as a Foreign Language (EFL) learners. Therefore, this study aims to review the role of WM in reading comprehension among Chinese EFL learners, with a focus on how WM contributes to improved reading performance. Eight studies published between 2018 and 2023 were selected from the databases Google Scholar and Web of Science. Findings reveal a positive correlation between WM and reading comprehension among Chinese EFL learners. Moreover, WM capacity (WMC) was shown to be a significant predictor of reading performance. The results indicate that both educators and students can collaborate to strengthen WMC, thus improving reading comprehension outcomes. This review encourages further research on the impact of different WM subcomponents on EFL reading comprehension in China and on effective strategies that instructors and learners can employ to enhance WMC in the EFL learning process.