Exploring the Relationship between Cognitive Resources and L2 Academic Writing Attainment: Insights from Arabic-Speaking L2 Learners

Typical research in the field of English as a Foreign Language has increasingly examined the influence of cognitive factors, particularly working memory capacity (WMC) and phonological short-term memory (PSTM), on second language learning. However, empirical investigations into the effects of WMC and PSTM on second language writing, particularly in real-world contexts involving Arabic-speaking learners, remain underexplored. Hence, the study sample comprised 50 Saudi undergraduate students enrolled in an English language program aimed at developing language and translation skills. WMC and PSTM were assessed using visually presented digit span tasks: a backward-digit span for WMC and a forward-digit span for PSTM. Writing performance was operationalized based on participants’ total grades in a writing course. The findings indicated that backward-digit span performance is significantly greater than forward-digit span performance. However, neither WMC nor PSTM significantly predicted academic success in the writing course. By highlighting the complex relationship between cognitive processes and writing outcomes, this study contributes to a broader understanding of English as a Foreign Language writing, particularly its relevance to WMC and PSTM, offering valuable insights for future research. Furthermore, the study addresses methodological limitations, emphasizing the need for future research to consider these shortcomings in order to enhance the robustness of subsequent investigations.