Verbal Working Memory and Dual-Deficiency in Iranian EFL Learners: A Cognitive-Linguistic Investigation of Reading Deficiencies

Articles in Press

Document Type : Research Paper

Authors

1 Department of English, Na.C., Islamic Azad University, Najafabad, Iran

2 Department of English Language, Na.C., Islamic Azad University, Najafabad, Isfahan, Iran.

3 Department of English Language, Na.C., Faculty of English Language, Islamic Azad University, Najafabad, Isfahan, Iran.

10.22034/elt.2026.73337.2881

Abstract

This study investigated the interplay between Verbal Working Memory (VWM) span and Dual-Deficiency (DD) among 75 Iranian intermediate-level EFL learners, identified from an initial homogenized sample of 300 using the Oxford Quick Placement Test. Employing a quantitative, cross-sectional design, VWM was assessed using Digits Forward/Backward Span and Non-word Repetition, while DD was measured through Rapid Automatic Naming–Letters and the Phonological Awareness Test. Descriptive statistics and Pearson correlation analysis revealed a strong positive relationship between VWM and DD (*r* = .766, *p* < .001), with VWM explaining 59% of the variance in decoding difficulties. These findings highlight VWM's critical role in phonological processing, storage, and manipulation during reading—processes essential for accurate word recognition and fluency. The study contributes to cognitive models of L2 reading and carries pedagogical implications for teachers, learners, and curriculum developers, advocating for cognitively responsive instruction and diagnostic practices addressing VWM constraints in EFL reading deficiencies.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 17 September 2026

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