Information storage systems for cognitive processing of the English language
Keywords:
Working memory, Cognitive processing, English as a foreign languageAbstract
The acquisition of English as a foreign language (EFL) represents a complex cognitive process that involves the interaction of multiple information storage systems. Understanding how sensory memory, short-term memory, working memory, and long-term memory contribute to cognitive processing is essential to improving language teaching practices. This study seeks to analyze the scientific evidence on the management of information storage systems and its influence on the cognitive processing of English through a systematic review of the literature. Following the PRISMA methodology, an exhaustive search was carried out in high-impact databases such as Scopus and Google Scholar, which resulted in the initial identification of 108 studies published between 2018 and 2024. After applying rigorous inclusion and exclusion criteria, 18 articles were selected for qualitative synthesis. The results reveal that working memory plays a fundamental role in English acquisition, particularly in vocabulary learning, reading comprehension, listening comprehension and written production. In addition, the interaction between working memory and long-term memory has been shown to be decisive for the consolidation and retrieval of linguistic information. The studies reviewed also highlight the effectiveness of pedagogical strategies. Overall, this systematic review highlights the importance of integrating neurodidactic principles and memory-based strategies into the teaching of English as a foreign language. The results provide valuable information to educators and policymakers, especially in the Ecuadorian educational context, and support the development of more effective, inclusive and cognitively informed approaches to English language teaching.
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