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The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis.

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Title: The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis.
Authors: Sun, He (AUTHOR), Li, Shaofeng (AUTHOR), Kim, Doyoung (AUTHOR), Tang, Shernice (AUTHOR)
Source: Educational Psychology Review. 4/2/2026, Vol. 38 Issue 1, p1-35. 35p.
Subjects: Phonological awareness, Age of onset, Children's language, Literacy, Second language acquisition, Language ability, Short-term memory
Abstract: This meta-analysis synthesized 41 studies investigating the role of language aptitude in second language (L2) learning among children aged 3 to 12, involving 5,784 learners and 1,161 effect sizes. The results showed a moderate, significant correlation between language aptitude and L2 learning (r =.32). Phonological awareness emerged as the strongest predictor of child L2 learning among the aptitude components. Aptitude was more strongly associated with literacy outcomes (e.g., word recognition, writing, and reading) than with oral skills (e.g., expressive vocabulary, and grammar). Phonological awareness was particularly important for reading and writing, whereas phonological short-term memory showed a stronger association with reading fluency than other L2 outcomes. Age of onset moderated the aptitude-outcome relationship: children who began learning an L2 at an older age were more likely to draw on aptitude than those who started at a younger age, and this pattern was especially evident for phonological short-term memory. Overall, these findings offer theoretical and pedagogical insights into how individual cognitive differences shape early L2 acquisition and highlight the importance of accommodating children's aptitude profiles in L2 education. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis.
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  Data: <searchLink fieldCode="AR" term="%22Sun%2C+He%22">Sun, He</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Shaofeng%22">Li, Shaofeng</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Doyoung%22">Kim, Doyoung</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tang%2C+Shernice%22">Tang, Shernice</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. 4/2/2026, Vol. 38 Issue 1, p1-35. 35p.
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  Data: <searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Age+of+onset%22">Age of onset</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink>
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  Data: This meta-analysis synthesized 41 studies investigating the role of language aptitude in second language (L2) learning among children aged 3 to 12, involving 5,784 learners and 1,161 effect sizes. The results showed a moderate, significant correlation between language aptitude and L2 learning (r =.32). Phonological awareness emerged as the strongest predictor of child L2 learning among the aptitude components. Aptitude was more strongly associated with literacy outcomes (e.g., word recognition, writing, and reading) than with oral skills (e.g., expressive vocabulary, and grammar). Phonological awareness was particularly important for reading and writing, whereas phonological short-term memory showed a stronger association with reading fluency than other L2 outcomes. Age of onset moderated the aptitude-outcome relationship: children who began learning an L2 at an older age were more likely to draw on aptitude than those who started at a younger age, and this pattern was especially evident for phonological short-term memory. Overall, these findings offer theoretical and pedagogical insights into how individual cognitive differences shape early L2 acquisition and highlight the importance of accommodating children's aptitude profiles in L2 education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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