This research aims to identify a reliable method for measuring working memory (WM) within the context of second language learning. The goal of the study is to address the persistent problem of determining the most appropriate method for measuring WM. To achieve this objective, various WM measurement tasks, including the Digit Span Task, Listening Span Task, Sentence Recall Task (SRT) (both written and spoken), and Sentence Recognition Task, were administered to 39 participants. The experiments were conducted twice to assess the consistency and reliability of these measurement methods.

Through statistical analyses of results, this study endeavors to elucidate the relationship between diverse WM measurement tasks and English listening proficiency. The results of the test-retest correlation, Cronbach’s alpha coefficient, and Rasch reliability indicate that SRT (written mode) exhibited the highest reliability while other measurements also demonstrated decent reliability. Additionally, the SRT showed the strongest correlation with the TOEIC Listening Test, administered to test criterion-related validity. This research has the potential to provide valuable insights into the role of WM in second language acquisition and may serve as a methodological guide for future studies in this field.