Revisiting the effects of phonological short-term memory on second language vocabulary acquisition

Abstract The present study provided the first meta-analysis of the relationship between phonological short-term memory (PSTM) and auditory L2 vocabulary acquisition while incorporating important moderator variables (e.g., age) and recent scholarly interests (e.g., vocabulary learning context). Results based on 52 effect sizes from 18 studies revealed a small-to-medium effect of PSTM ( r = .31). PSTM test type was identified as a significant moderator, indicating that PSTM assessed through nonword/word repetition tasks shows a stronger association than digit span tasks. Vocabulary learning context approached statistical significance, suggesting that PSTM may exert a greater influence in intentional vocabulary learning settings compared to incidental, contextual learning ones. These findings reinforce the role of PSTM in L2 vocabulary development and highlight its relevance for L2 teaching practices.