Judgments of learning in bilinguals: Does studying in a L2 hinder learning monitoring?
Journal
PloS one
ISSN: 1932-6203
Titre abrégé: PLoS One
Pays: United States
ID NLM: 101285081
Informations de publication
Date de publication:
2023
2023
Historique:
received:
14
11
2022
accepted:
17
05
2023
medline:
4
12
2023
pubmed:
1
12
2023
entrez:
1
12
2023
Statut:
epublish
Résumé
Nowadays, use of a second language (L2) has taken a central role in daily activities. There are numerous contexts in which people have to process information, acquire new knowledge, or make decisions via a second language. For example, in academia and higher education, English is commonly used as the language of instruction and communication even though English might not be students' native or first language (L1) and they might not be proficient in it. Such students may face different challenges when studying and learning in L2 relative to contexts in which they study and learn in their L1, and this may affect their metamemory strategies. However, little is yet known about whether metamemory processes undergo significant changes when learning is carried out in L2. The aim of the present study was to investigate the possible consequences on learning derived from studying materials in L2 and, more specifically, to explore whether the interplay between monitoring and control (metamemory processes) changes as a function of the language involved. In three experiments, we explored whether font type (Experiment 1), concreteness (Experiment 2), and relatedness (Experiment 3) affected judgments of learning (JOLs) and memory performance in both L1 and L2. JOLs are considered the result of metacognitive strategies involved in the monitoring of learning and have been reported to vary with the difficulty of the material. The results of this study showed that people were able to monitor their learning in both L1 and L2, even though they judged L2 learning as more difficult than L1. Interestingly, self-perceived difficulty did not hinder learning, and people recognized L2 materials as well or better than L1 materials. We suggest that this might be an example of a desirable difficulty for memory.
Identifiants
pubmed: 38039293
doi: 10.1371/journal.pone.0286516
pii: PONE-D-22-31354
pmc: PMC10691729
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e0286516Informations de copyright
Copyright: © 2023 Reyes et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Déclaration de conflit d'intérêts
The authors have declared that no competing interests exist.
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