In an increasingly globalized world, the need to study and work in a second language has become a common reality for many. But how does this affect our learning process? Researchers from the Memory and Language group, in collaboration with Loyola Andalucía University, have set out to answer this question through an innovative study.

The study focuses on understanding how studying in a second language (L2) influences our learning strategies. Is it more difficult to study in L2 compared to the native language (L1)? And how does this affect our ability to evaluate the difficulty of studying material and control our cognitive resources?

To address these questions, several experiments were conducted where different aspects of the words participants had to study were manipulated. Perceptual, semantic, and relational characteristics were explored to understand how they influence the learning monitoring process in both L1 and L2.

The results of the study revealed that, while individuals perceived studying in L2 to be more difficult, this self-perceived difficulty did not negatively affect the learning monitoring process. In fact, participants were able to monitor the study materials correctly in both L1 and L2. Moreover, despite the perceived difficulty, the recall of study material in L2 was as effective as in L1, and in some cases, even better!

These findings suggest that, although studying in a second language may pose challenges, it can also have beneficial effects on the learning process. The perception of difficulty may lead to additional effort during study, which paradoxically may improve short-term recall. In summary, learning in L2 does not appear to negatively affect the learning monitoring process and, in fact, may enhance memory performance.

This study provides valuable insight into how to approach learning in an increasingly linguistically diverse world, underscoring the importance of understanding and leveraging the challenges associated with studying in a second language.

Full reference:

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