Executive Functions and Second Language Literacy in Saudi Secondary Students: Examining the Reciprocal Relationship
DOI:
https://doi.org/10.33806/ijaes1128Keywords:
Bilingualism, Language ProficiencyAbstract
This study examines the possible reciprocal relationship between executive functions (EFs)—inhibitory control, working memory, and semantic and phonemic fluency—and English literacy proficiency among Arabic–English bilingual secondary students in Saudi Arabia. Using a quantitative design, data were collected from 212 male students in one international school. Cognitive abilities were assessed through the Stroop test, lexical fluency tasks, and backward digit recall, while English proficiency in reading and writing was measured using TOEFL scores. Descriptive statistics and Pearson chi-square tests indicated significant associations (p < .05), indicating that higher performance in inhibitory control, semantic and phonological processing, and working memory capacity is associated with stronger literacy skills. These findings align with theoretical accounts emphasizing the role of executive control in language and literacy development. The results also suggest that enhancing EF components may support improved L2 literacy outcomes. The study contributes to bilingualism and cognitive-development research by providing evidence from an underrepresented context and offering pedagogical implications for English instruction in multilingual educational settings.
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