In the master's thesis, we examined whether the working memory in mother and foreign tongue is related to students' achievements in listening comprehension in a foreign language or whether there are differences in students' achievements in listening comprehension in a foreign language with better and worse working memory in mother and foreign tongue, and whether the task type of listening comprehension in a foreign language has an impact on students' achievements. In the theoretical part, we define listening comprehension as an active process influenced by several factors and what needs to be considered when evaluating. We also focus on the structure of memory and the influence of working memory on learning a foreign language. Finally, we look at the impact of the task type on solving listening comprehension in a foreign language. Through the tests of working memory, short-term memory, and tests of listening comprehension, we examined the influence of working memory and task types on students' achievements of listening comprehension in a foreign language. A positive link was detected between the working memory in the mother tongue and the achievements in listening comprehension of English as a foreign language. However, it was not statistically significant. A possible reason for this could be that working memory in the mother tongue affects working memory in a foreign language only indirectly and that students can more easily memorize words if they have a more developed working memory in their mother tongue. The research has shown that there is a positive statistically important connection between a working memory in English as a foreign language and the achievements in the listening comprehension tests of English as a foreign language. A statistically significant difference emerged among students with better and students with worse working memory in English as a foreign language. Students with better working memory in a foreign language (English) averaged more points in listening tasks of multiple-choice and banked-gap fill. There were no statistically significant differences between students with better and students with worse working memory in their mother tongue when solving listening tasks of the multiple-choice and banked gap-fill. The results showed that students’ achievements in measuring listening comprehension in English as a foreign language differ depending on the task type that measures listening comprehension. Students achieved a higher number of points in multiple-choice tasks than in banked gap-fill tasks. Based on the findings of the research, it would be wise to consider how to overcome the differences between students with better and students with worse working memory and how to integrate different task types of listening comprehension in English as a foreign language into practice.
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