Samaneh Seyyedabadi - PhD Candidate in TEFL, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
Zohreh Nafissi - Associate Professor in TEFL, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran
Reza Rostami - Professor in Psychology, Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Elaheh Sotoudehnama - Professor in TEFL, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran

Cognitive Training (CT) refers to programs designed to enhance the efficiency of cognitive and brain mechanisms through practice and/or intentional instruction. A highly controversial issue in the field of Computerized Cognitive Training (CCT) is its possible transferability to non-trained areas; one untouched discipline is second language (L۲) learning. Hence, due to the facilitative role of attention and the predictive strength of working memory in L۲ development and comprehension, CCT seems necessary for English language learners. Furthermore, few studies have investigated users’ perceptions of potential improvements in their cognitive functioning. To fill such inherent gaps and overcome the imposed barriers of conducting intervention studies during the COVID-۱۹ pandemic era, this study adopted an interdisciplinary approach to explore English language learners’ self-perceived Far Transfer (FT) effects of Remote Adaptive Multi-Domain Computerized Cognitive Training (RAMCCT) in general cognitive functioning and L۲-specific cognitive functioning. Thus, online observations of L۲ receptive skills courses (reading and listening) and synchronous semi-structured interviews were undertaken with a convenience sample of ۱۱ intermediate EFL learners who completed eight weeks of RAMCCT. Thematic Analysis (TA) revealed perceived advances in working memory, attention, multitasking, processing speed, hand-eye/ear coordination in general cognitive functioning, and improvements in either one or both of the L۲ receptive skills in terms of attention and comprehension and speed. The results are discussed by the corresponding links between attention, working memory, and multitasking, together with the automatization of the core cognitive processes. Implications address game designers, L۲ teachers, teacher training programs, and researchers.    

computerized cognitive training, far transfer, L۲ receptive skills, thematic analysis, COVID-۱۹, computerized cognitive training, far transfer, L۲ receptive skills, thematic analysis, COVID-۱۹