Abstract:
Recent years have witnessed an increasing number of empirical second language acquisition (SLA) research into exploring the pivotal role of cognitive and affective variables as individual difference and their contributory nature in various aspects of L2 learning. Thus, the current study probed into the role of working memory as an individual difference (IDs) in acquiring oral proficiency. The multi-component model theory was used as the theoretical framework. This quasi-experimental mix-method study consisted of twenty (n=20) third-year undergraduates of the faculty of Social Sciences, University of Kelaniya. Data were collected through tests and semi-structured interviews, and data were analyzed quantitatively and qualitatively. The findings of this study revealed inconclusive and contradictory evidence in terms of quantitative and qualitative data findings. Quantitative data showed an insignificant correlation between working memory and speech production while qualitative data reported learning process and mastery
in speech production impeded severely by affective variables more than cognitive variables. The results recommend more empirical studies in this area for corroboration
