Judgments of learning in bilinguals: Does studying in a L2 hinder learning monitoring?
Metadatos
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Public Library of Science (PLOS)
Date
2023-12-01Referencia bibliográfica
Reyes M, Morales MJ, Bajo MT (2023) Judgments of learning in bilinguals: Does studying in a L2 hinder learning monitoring? PLoS ONE 18(12): e0286516. https://doi.org/10.1371/journal. pone.0286516
Patrocinador
Doctoral research grant FPU18/01675; Grants from the Spanish Ministry of Economy and Competitiveness (PGC2018-093786-B-I00 30B51801); Grants from the Spanish Ministry of Science and Innovation (PID2021-127728NB-I00); Grants from Junta de Andalucía (A-CTS-111-UGR18/B-CTS-384-UGR20/P20_00107)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.