Also, the connection between aptitude and motivation, a well-researched individual difference (ID) factor, is reviewed. Firstly, the participants were mixed-aged and mixed-level; therefore, it was unlikely to conclude that oral correction was equally useful for the participants. Also, it was suggested that aptitude only played a role in late learners’ L2 learning (Dekeyser, 2000; Abrahamsson & Hyltenstam, 2009; Granena & Long, 2012). The participants recruited for Abrahamsson and Hyltenstam’s (2009) study were L1 Spanish speaker who moved to Sweden for many years; they considered themselves as potentially native in Swedish. They may feel shame when other people hear their language. Language learning aptitude refers to how well compared to others, one can acquire a second language in a specific amount of time and under … Another study exploring the interaction between corrective feedback and language aptitude was done by Havranek and Cesnik (2001). For this reason, although it has been proved that strategies were used more in EFL context to compensate the lack of natural exposure, there was still lack of evidence to conclude that ESL learners used fewer strategies than their counterparts. Kormos and Safar (2008) indicated that working memory was vital to learners at beginner level. According to Erlam (2005), it could be interpreted that deductive approach, in which explicit rules and focus-on-form activities were applied into teaching, seemed to bring benefits to all language learners regardless their language aptitude. Apart from the role that intellectual capacity and language aptitude play in a second or foreign language learning (Gardner & Lambert, 1972 cited in Xu 2008), motivation is a major factor in the successful study of language acquisition. Besides, structured-input approach was also proved to benefit learners with good working memory capacity. Moreover, the reviewed studies mainly examined the connection between language aptitude and speaking strategy use in EFL context, while which of ESL context was not thoroughly explained. Language aptitude is known as a predictor of language learners’ rate and success. To measure the participants’ language aptitude, Erlam (2005) utilized sections of MLAT (language analytic ability and phonemic coding ability), working memory test, and object pronouns in L2 French as the target feature. Besides LLAMA, Granena (2014) also used two types of GJT tests, consisting of speeded-response auditory GJT and non-speeded response one. More specifically, many tests have been developed to capture learners’ language aptitude. Zhisheng (Edward) Wen, Peter Skehan, Adriana … However, in Havranek and Cesnik’s (2001) study, oral correction did not only come from the teacher; correction from peers was also counted. As is the case for other kinds of aptitude, such as verbal ability and musical abilities, language aptitude is believed to be relatively stable throughout an individual’s lifetime. According to Miyake and Friedman (1998), working memory was conceptualized as a component of foreign language aptitude; there have been many studies conducted to examine the interaction between working memory and L2 learning. The participants taking part in the study consisted of ESL learners at intermediate level of six classrooms; they were divided two three groups: control group and two experimental groups. In addition, how aptitude differently interacts and has impacts on young learners as well as late learners is investigated. However, the perspectives of memory have experienced dramatical changes over time. Foreign language aptitude did not solely consist of four components as Carroll and Sapon (1959) has mentioned; learners’ GPA and motivation should also be considered as add-on features predicting the success of language learners. Afterwards, the participants were asked to finish the immediate posttest and two delayed posttests. Conducted years later, Hwu and Sun (2012) explored the interaction between language aptitude and instructional approaches. Registered Data Controller No: Z1821391. Language shapes people's minds and values. According to Carroll, the purpose of the MLAT was to predict “how well, relative to other individuals, an individual can learn a foreign language in a given amount of time and under given conditions.” In other words, language aptitude is an ability that largely determines how quickly and easily an individual will progress in learning a language in a language course or language training program. Between these two papers, remarkable studies have been conducted regarding language aptitude and SLA. Therefore, validity of other test types should be taken into consideration in the future. Besides that, the participants also completed GJT task to record their L2 performance. Particularly, critical period (Lenneberg, 1967) has been known as an important factor in SLA. The third subtest, called sound-symbol correspondence, required test-takers to match syllable sounds in an unfamiliar language. Taking language aptitude into consideration, in the much-cited seminal article, Wesche (1981) measured language aptitude of the participant who were federal public servants and matched them with appropriate training situations. Although LLAMA test provided new insights of means to measure language aptitude, the developer Meara (2005) recommends that the test should not be used in high-stake situations due to its low validity. Although not directly relating to the study of Wesche (1981) and that of Hwu and Sun (2012), feedback – a form of responses to language learners’ production containing an error, has always been an attractive area to SLA researchers. In addition, Saito and Hanzawa (2016) mentioned that in the hypothesized model, motivation and language aptitude are factors impacted speaking performance of Japanese EFL learners. Therefore, the question of relevance between these two factors remained unclear. Fourthly, the studies examining the association of aptitude and young learners as well as late learners have supplied some remarkable findings. To read the full article about language aptitude and foreign language instruction, entitled Foreign Language Instruction: Implementing the Best Teaching Methods, click on the following link:  https://www.aera.net/Portals/38/docs/Publications/Foreign%20Language%20Instruction.pdf, https://www.aera.net/Portals/38/docs/Publications/Foreign%20Language%20Instruction.pdf. Carroll’s Four Components of Language AptitudePhonetic coding ability – ability to perceive and remember distinct sounds and their associated symbolsGrammatical sensitivity – ability to recognize the function of a lexical element in a sentenceRote learning ability – ability to learn and retain associations between words in a new language and their meaning in EnglishInductive learning ability – ability to infer or induce rules governing the structure of a language. However, despite the fact that the connection between aptitude, pronunciation, lexis and collocation of late-learners was reported, the association between aptitude and morphosyntax of young learners was not mentioned by Granena and Long (2012). Specifically, Dekeyser (1993) noted that motivation, language aptitude, along with low anxiety would be beneficial for error correction. Abrahamsson and Hyltenstam (2009) pointed out that the late-learner group had higher aptitude in comparison with young learner group, suggesting that aptitude was necessary for late-learners to reach near-nativeness level in L2. Whereas, language aptitude has been known as a predictor to the success of language learners. The second subtest was to measure how a participant was able to recognize effectively segments of an oral language which they have previously provided with; this subtest was believed to be different from Carroll-tradition. This could be noticed through the two studies of Wesche (1981) and Hwu and Sun (2012) in which MLAT were utilized. (The first is age at which language learning begins.) In particular, Pimsleur’s (1996) verbal intelligence component was the same as what Carroll and Sapon (1985) addressed as inductive language learning ability and grammatical sensitivity. Also, according to Meisel (2009), early maturational changes affected on some structures relating to inflectional morphology (for instance gender, number, and subject-verb agreement). On the other hand, although many different types of tests were developed and utilized in research, MLAT still holds the superiority due to the high level of validity. Havranek and Cesnik’s (2001) evidence regarding aptitude-interaction was in line with what had been proved by Dekeyser (1993). Through-out these studies, the degree of variability in achievement attributed to aptitude varies ac-cording to factors such as the type of achieve-ment measure used (Gardner, 1960; Gardner and Lambert, 1972). As mentioned in the initial part of the paper, Wesche’s (1981) article, although not explicitly, was one of the first papers offered the facilitative effects of matching learners’ language aptitude with suitable instructional approaches. The finding of Sheen (2007) pointed out that corrective feedback was effective to ESL learners in general. Registered office: Venture House, Cross Street, Arnold, Nottingham, Nottinghamshire, NG5 7PJ. Working memory as a component of language aptitude, It could be observed that in the development of MLAT, Carroll and Sapon (1959) took associative memory – a dominant memory form in psychology into investigation. Keywords: Second language learning, Motivation, Attitude, Arabic INTRODUCTION Language is the essence of each nation's culture and heritage. Foreword by Rod Ellis. In other words, these studies suggested that learners who had missed the CHP were required to have high level of language aptitude in order to reach a definite level of success in language learning. Approaching foreign language aptitude from a novel perspective, Grigorenko (2000) conceptualized language aptitude as the ability to handle novelty and ambiguity when it came to L2 learning. However, it is essential to mention that memory for text was used in Hwu and Sun’s (2012) paper. The learners were divided into three groups receiving different teaching methods: deductive instruction, inductive instruction, and structured input instruction. In view of L2 speaking ability, Smemoe and Haslam (2012) suggested that no matter the learning context was ESL or EFL, teaching pronunciation strategies would be beneficial to language learners. Secondly, the results pointed out that the two instructional groups performed equally well in both assessment tasks. During this time, Carroll identified four distinct abilities that factored into language aptitude, separate from motivation and verbal intelligence. As previously mentioned, the results of Hwu and Sun (2012) indicated that the participants receiving EI instruction significantly improved when being compared with those in DE group, leading to the conclusion that EI approach would be beneficial for learners with high ability of memory for text. In the past, second language (L2) aptitude research was conducted largely to better the placement and selection processes utilized by governmental language programs. However, it cannot be interpreted that any types of feedback and all error correction will be beneficial to all types of language learners. Hence, more studies investigating the interaction between aptitude and L2 speaking are necessary. Besides these two major types of tests, CANAL-F test and LLMA test are also utilized to measure language aptitude in many studies, for instance Erlam (2005) and Winke (2013). The major difference was that Pimsleur (1996) conceptualized the learners’ GPA and their level of motivation as a component of language aptitude, which was not supported by Gardner and MacIntyre (1992) as Gardner and MacIntyre (1992) believed that motivation and language aptitude should be two different individual difference factors. It is worth addressing how the link between language aptitude and memory as well as how memory has been perceived as a component of language aptitude. The participants were asked to complete grammatical sensitivity test, questionnaires of extrinsic motivation and anxiety, as well as fill-in-the-blank Grammar test as grammatical achievement measurement. Secondly, it allowed learners to process and connect temporarily-stored information with previously-stored ones. Regarding this area, many studies have been conducted to find out the interaction between language aptitude and second language acquisition and instruction (Erlam, 2005; Sheen, 2007; Smemoe & Haslam, 2012; Winke, 2013; Yilmaz, 2013; Hwu & Sun, 2014; and so on). The second hypothesis is that such factors relate directly to acquisition and only indirectly to conscious learning. Educational research Association ) research Points explores factors affecting foreign language aptitude and SLA was suggested that structured-input was. A “ predictor ” of learners ’ aptitude, along with low WMC or LAA success the candidate will with! 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