Executive functions as predictors of Japanese freshman undergraduates' global and four skills English proficiency

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This between-groups comparison cross-sectional research seeks to elucidate the role of executive functions (EFs) in the attained L2 proficiency levels of high school graduates entering university. The research plan proposed testing of 200 first year undergraduates to measure EF capacities of switching, updating and inhibition, and examine their relationships to scores on standardized global and four-skills L2 proficiency measures. The study 1) extends current research to a more systematic examination of multiple EFs; 2) examines the role of EFs in four skills proficiency; and, 3) samples data from a wide range of academic achievement.FY2019 for FY2020 pilot: data collection in three phases (baselines, EF tests, and L2 measures) through May and June of 2020. Metacognition measure also added to the study. Face-to-face testing was not possible due to the pandemic.FY2021 testing moved online using EPrime Go (EFs) and Microsoft platforms. Due to end-user chipset compatibility issues study abandoned at N=32 participants. This dataset transcribed and analyses carried out. CFA also carried out on previous metacognition data resulting in a 13-item two-factor model of metacognition with excellent fit to the data (published 2022/3). Further CFAs on FY2020 and FY2021 data indicate a stable model and paper currently being prepared for submission.In FY2022, data collection was carried out April-July with help of RAs, resulting in a N=571 participants of which n=79 completed EF and L2 production tasks. Data transcribed and analysed and paper currently being prepared for submission.