Individual Learner Differences

In second language (L2) learning, learners often show substantial individual differences in both the level and the rate of achievement, even when they are exposed to the same instructional input in similar learning environments. Understanding what accounts for these differences has been a central concern in second language acquisition research. Despite comparable learning conditions, learners vary considerably in how efficiently and successfully they acquire a new language.

To address this issue, researchers have examined a wide range of learner-internal factors, including motivation, language learning aptitude, attitudes, learning styles, self-regulation, and cognitive abilities. These factors interact in complex ways to influence how learners process, store, and use linguistic information during learning. Research on individual learner differences seeks to clarify how such variables shape learning outcomes and trajectories.

Within this broad area of inquiry, particular attention is given to language learning aptitude and working memory. This line of research explores how differences in working memory capacity affect learners’ ability to attend to, process, and retain second language input. A primary focus is on examining the relationship between working memory and L2 learning, as well as the pedagogical implications of these findings for instructional design and classroom practice.