The Impact of Language Exposure, Phonological Memory, and Cross-Linguistic Similarities in ESL Vocabulary Acquisition: A Multi‑Group Analysis Using PLS‑SEM

Authors

  • Jamilah Maflah Alharbi

    Department of English, College of Education Majmaah University, Al Majmaah 11952, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i7.9698
Received: 25 April 2025 | Revised: 3 June 2025 | Accepted: 12 June 2025 | Published Online: 8 July 2025

Abstract

Vocabulary acquisition is essential for second language (L2) learning and is influenced by various linguistic, cognitive, and contextual factors. This research investigates the combined and individual effects of language exposure, phonological memory, and cross-linguistic similarities on English vocabulary acquisition among international learners of English as a Second Language (ESL). A quantitative, cross-sectional research design was employed, involving 184 international ESL learners enrolled at a language center in Kuala Lumpur. Data were collected using a structured questionnaire, vocabulary tests, and were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS (Version 4.0). Additionally, multi-group analysis (MGA) was conducted to assess potential variations across demographic groups. Results demonstrated that language exposure, phonological memory, and cross-linguistic influences significantly enhance vocabulary size and depth. Among these variables, language exposure emerged as the most influential predictor, followed by phonological memory. Cross-linguistic similarities also played a facilitative role by reducing cognitive load and enhancing word recall. Together, these factors explained a substantial proportion of the variance in vocabulary acquisition outcomes, suggesting an interdependent relationship among them. This study underscores the importance of tailoring ESL instruction to address learners' linguistic backgrounds, cognitive capacities, and exposure contexts. By integrating these elements into curriculum design, educators and policymakers can implement more personalized and effective vocabulary acquisition strategies. The findings contribute to theoretical advancements in second language acquisition (SLA), particularly in understanding how individual differences and linguistic transfer mechanisms influence learning, while also offering practical guidance for improving ESL pedagogy in diverse learning environments.

Keywords:

ESL Vocabulary Acquisition; Language Exposure; Phonological Memory; Cross-Linguistic Similarities; Structural Equation Modeling; International Learners

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How to Cite

Alharbi, J. M. (2025). The Impact of Language Exposure, Phonological Memory, and Cross-Linguistic Similarities in ESL Vocabulary Acquisition: A Multi‑Group Analysis Using PLS‑SEM. Forum for Linguistic Studies, 7(7), 48–65. https://doi.org/10.30564/fls.v7i7.9698

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Vol. 7 , Iss. 7 (July 2025): In progress

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