The Impact of Working Memory on Grammatical Development of complex sentences among Iranian EFL intermediate teacher trainees

Abstract

This study aimed to examine the effect of working memory improvement on the learning of complex grammatical structures among female freshman teacher trainees majoring in TEFL at Bentolhoda Teacher Education University in Bushehr, Iran. Two intact classes were nominated using cluster random assignment and classified into a control group, which received regular classes with no treatment, and an experimental group, which experienced a working memory enhancement plan including targeted cognitive activities. The required Data were collected using a standardized working memory test and a complex grammar achievement test, both administered as pre-tests and post-tests. The instruments’ consistency was confirmed through Cronbach’s alpha, and statistical analysis was carried out using paired and independent t-tests. Results specified a significant development in the working memory capacity of the experimental group, which parallelled with higher improvements in complex grammar performance compared to the control group. These findings propose that cognitive training intended to increase working memory may play a critical role in supporting grammar learning, particularly in contexts where learners fight with syntactic complexity. The study highlights the probable worth of mixing memory enhancement strategies into teacher education programs to advance linguistic proficiency and instructional effectiveness in EFL settings.