Reaction Time, Speech Recognition, and Verbal Memory Performance: Nonnative Versus Native English Speakers

Previous studies have debated differences in spoken language processing between nonnative and native English speakers, often yielding varying and sometimes contradictory results. To address these discrepancies, we employed a comprehensive battery of tasks to compare auditory, speech, and memory processing between nonnative and native English language speakers (NELS).

The study included 70 university students aged 18-35 years, comprising 29 nonnative and 41 native monolingual NELS of both genders. Participants were assessed on auditory and visual reaction time (RT), speech recognition, and verbal memory tasks under two conditions: quiet and multitalker babble noise (0 dB).

In sentence recognition (p < .001) and word memory tests, the nonnative group performed worse than the native group under both quiet (p = .001) and noisy (p = .002) conditions. Both groups demonstrated a significant reduction in word recognition scores and slower RTs for auditory and visual modules in noise compared to quiet conditions (p < .001).

The study yielded two primary findings. First, background noise negatively impacts all levels of auditory processing, from RT to speech recognition and memory recall. Second, nonnative students experience more difficulty in speech perception and memory performance in their second language, English, in both quiet and noisy conditions. These findings underscore the importance of providing additional support to facilitate learning and academic growth for nonnative English language students.