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The Effect of Executive Functions on Word Reading among Students with Chinese as a Second Language (CSL)

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Title: The Effect of Executive Functions on Word Reading among Students with Chinese as a Second Language (CSL)
Language: English
Authors: Mingjia Cai (ORCID 0000-0002-6172-2803), Xian Liao (ORCID 0000-0002-4470-8436)
Source: Studies in Second Language Learning and Teaching. 2025 15(3):653-682.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Executive Function, Chinese, Second Language Learning, Age Differences, Reading Skills, Ideography, Word Recognition, Grade 3, Grade 5, Elementary School Students, Color, Socioeconomic Status, Intelligence
Assessment and Survey Identifiers: Stroop Color Word Test, Wisconsin Card Sorting Test, Raven Progressive Matrices, Peabody Picture Vocabulary Test
ISSN: 2083-5205
2084-1965
Abstract: Executive functions (EF) have long been recognized as critical factors in accounting for individual differences in literacy development. However, their role in second language (L2) learning, particularly in non-alphabetic languages such as Chinese, has not been fully explored. This study endeavored to examine the role of EF in word reading among 200 Chinese as a second language (CSL) learners in Hong Kong. Participants completed a series of tasks measuring EF components, including inhibition, visual working memory, verbal working memory, and cognitive shifting, as well as tasks assessing their word reading abilities, which encompassed both single-character reading and two-character word reading. The contributions of EF to the total word reading score, single-character reading, and two-character word reading were analyzed. The results demonstrated that visual working memory and inhibition emerged as unique and significant predictors. Moreover, EF explained a greater proportion of variance in two-character word reading compared to single-character reading, suggesting that the cognitive demands of reading two-character words in Chinese differ from those of single-character reading. Additionally, we examined the moderating effect of age on the relationship between EF and word reading. No significant moderating effect was found, indicating a constant contribution of EF to word reading across different age groups among CSL learners. These findings offer valuable theoretical insights into the role of EF in L2 literacy development and suggest practical pedagogical strategies for enhancing word reading skills among CSL learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483955
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effect of Executive Functions on Word Reading among Students with Chinese as a Second Language (CSL)
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  Data: <searchLink fieldCode="AR" term="%22Mingjia+Cai%22">Mingjia Cai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6172-2803">0000-0002-6172-2803</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xian+Liao%22">Xian Liao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4470-8436">0000-0002-4470-8436</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2025 15(3):653-682.
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: Y
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  Data: 30
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Ideography%22">Ideography</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Color%22">Color</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Stroop+Color+Word+Test%22">Stroop Color Word Test</searchLink><br /><searchLink fieldCode="SU" term="%22Wisconsin+Card+Sorting+Test%22">Wisconsin Card Sorting Test</searchLink><br /><searchLink fieldCode="SU" term="%22Raven+Progressive+Matrices%22">Raven Progressive Matrices</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink>
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  Data: 2083-5205<br />2084-1965
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Executive functions (EF) have long been recognized as critical factors in accounting for individual differences in literacy development. However, their role in second language (L2) learning, particularly in non-alphabetic languages such as Chinese, has not been fully explored. This study endeavored to examine the role of EF in word reading among 200 Chinese as a second language (CSL) learners in Hong Kong. Participants completed a series of tasks measuring EF components, including inhibition, visual working memory, verbal working memory, and cognitive shifting, as well as tasks assessing their word reading abilities, which encompassed both single-character reading and two-character word reading. The contributions of EF to the total word reading score, single-character reading, and two-character word reading were analyzed. The results demonstrated that visual working memory and inhibition emerged as unique and significant predictors. Moreover, EF explained a greater proportion of variance in two-character word reading compared to single-character reading, suggesting that the cognitive demands of reading two-character words in Chinese differ from those of single-character reading. Additionally, we examined the moderating effect of age on the relationship between EF and word reading. No significant moderating effect was found, indicating a constant contribution of EF to word reading across different age groups among CSL learners. These findings offer valuable theoretical insights into the role of EF in L2 literacy development and suggest practical pedagogical strategies for enhancing word reading skills among CSL learners.
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  Data: 2025
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  Data: EJ1483955
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 653
    Subjects:
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Ideography
        Type: general
      – SubjectFull: Word Recognition
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      – SubjectFull: Grade 3
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      – SubjectFull: Grade 5
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Color
        Type: general
      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Stroop Color Word Test
        Type: general
      – SubjectFull: Wisconsin Card Sorting Test
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
        Type: general
    Titles:
      – TitleFull: The Effect of Executive Functions on Word Reading among Students with Chinese as a Second Language (CSL)
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            NameFull: Mingjia Cai
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            NameFull: Xian Liao
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              Y: 2025
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              Value: 15
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