Working memory, language anxiety, motivation and reading comprehension of Chinese EFL learners

Working memory, language anxiety, and motivation are key factors influencing reading comprehension, a complex process involving cognitive, affective, and linguistic components. However, few empirical studies have examined how these factors interact, particularly within the Chinese EFL context. This study investigated the working memory, language anxiety, and motivation of Chinese EFL learners. It explored gender differences, and examined their correlations with reading comprehension, with a focus on the mediating roles of language anxiety and motivation in the relationship between working memory and reading comprehension. A mixed-methods research design was employed. The quantitative phase involved 238 first-year EFL learners from Zhengzhou Business University. Data were collected using a reading span task, the Foreign Language Reading Anxiety Scale, and a motivation-for-reading questionnaire. Qualitative data were gathered through semi-structured interviews. Quantitative data were analysed using descriptive statistics, t-tests, correlation analysis, and Partial Least Squares Structural Equation Modelling (PLS-SEM), while interview data were examined using thematic analysis. Findings revealed that working memory and motivation positively predicted reading comprehension. Language anxiety was also positively associated with reading comprehension. Mediation analysis indicated that language anxiety and motivation partially mediated the relationship between working memory and reading comprehension. Gender comparisons revealed no significant overall differences, with only minor variations observed in specific sub-dimensions. Thematic analysis indicated that learners recognized working memory, language anxiety, and motivation as critical to reading comprehension. While language anxiety often impeded understanding through cognitive overload and emotional distraction, some learners reported positive effects when it enhanced focus and effort, depending on their individual regulation and goals. In conclusion, the study provides theoretical insights into the cognitive-affective dynamics of Chinese EFL learners’ reading and offers practical implications for designing more supportive and differentiated reading instruction in Chinese EFL contexts