A Review of Cognitive Approaches in SLA: Identifying the Most Influential Factors from Key Studies

  • Erwan Rahman Palangka Raya University
DOI: https://doi.org/10.36655/jetal.v7i1.1858
Keywords: EFL Learning, cognitive approaches, attention, working memory, L1 transfer

Abstract

This study investigates cognitive approaches to Second Language Acquisition (SLA) by examining key components such as attention, working memory, L1 transfer, and cognitive restructuring. A systematic literature review was conducted using the SALSA framework, focusing on ten peer-reviewed studies published between 2018 and 2023. The findings reveal that attention serves as a gateway for input processing and learning, while working memory determines learners’ capacity to handle linguistic information. Additionally, L1 transfer can either facilitate or hinder L2 learning depending on language distance and learner awareness. Cognitive restructuring, driven by practice and feedback, enables proceduralization of explicit knowledge. In the Indonesian EFL context, these cognitive mechanisms are especially relevant due to the multilingual backgrounds of learners and the dominance of teacher-centered instruction. The study suggests that instruction should be cognitively informed by enhancing attention through input salience, adapting to working memory limits, managing L1 influence, and fostering restructuring through reflective practice. These insights provide a pedagogical model grounded in cognitive SLA principles, aiming to improve English learning outcomes in Indonesia.

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Published
2025-08-14
Issue
Vol 7 No 1 (2025): September In Progress
Section
Articles
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