Abstract

The crucial contribution of memory to second language (L2) acquisition is widely recognized. However, the extent to which different dimensions of memory influence L2 learning, particularly listening performance in real-life language-learning situations, remains an open question. Thus, the present study attempted to examine the effects of working memory capacity (WMC) and phonological short-term memory (PSTM) on academic achievement in an L2 listening course in higher education. To address this, a quantitative research design was employed, involving 44 Saudi undergraduate students majoring in English. WMC was assessed using a backward digit span (BDS) task, requiring participants to recall digits in reverse order, while PSTM was measured using a forward digit span (FDS) task, where digits were recalled in the same order as presented. Academic performance was operationalized by the participants’ total grades in the L2 listening course. The findings provide empirical evidence supporting the distinction between the phonological loop and WMC, as a significant association was observed between BDS and FDS performance. Furthermore, WMC and PSTM emerged as significant predictors of academic achievement in the L2 listening course. These results highlight the need for future research to replicate this study while addressing its methodological limitations to further substantiate the findings.

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