Our study examines chunking ability in the processing of auditory multi-word expressions (MWEs) in first (L1) and second languages (L2) using a single- and dual-task paradigm. The findings reveal that divided attention caused by dual tasks does not impair L1 speakers’ ability to bind individual words into a complete MWE (i.e., a unitary chunk). In contrast, L2 learners struggle to form complete MWEs under dual tasks, representing them as smaller, multiple chunks in memory. Divided attention also reduces the overall number of chunks recalled for both groups. Additionally, increased language proficiency and repeated practice through training are positively correlated with the formation of larger chunks, whereas greater working memory capacity is associated with the recall of a greater number of chunks. These findings underscore the challenges L2 learners face in acquiring relatively large chunks and suggest that L2 learning improves through gradually binding smaller units into larger chunks over time.

Accurate self-assessment is notoriously difficult for many second language (L2) speakers as they struggle to align self-evaluations of their performance with external assessments by raters or examiners. We investigated whether a brief peer-assessment activity helps L2 speakers align their self-assessment of comprehensibility with the evaluations by external raters. We also explored how speakers’ metacognitive knowledge contributes to their self-assessments. We recorded 40 L2 English-speaking international students completing an academic oral summary task and self-assessing their speech for comprehensibility. Half of the students then performed a brief peer-assessment activity, whereas the other half engaged in a filler task before all students self-assessed their initial performance again. The speech of all students was subsequently evaluated for comprehensibility by 30 external listeners, allowing us to estimate the extent to which the students’ and the external raters’ assessments converged. Whereas engaging in peer-assessment was generally associated for L2 speakers with greater alignment between their self-ratings and external listeners’ evaluations, peer-assessment appeared to mainly benefit L2 speakers with initially good self-assessment skills. Metacognitive knowledge was not associated with greater alignment between self- and other-assessments. We discuss whether and how brief peer- and self-assessment awareness-raising activities can help L2 speakers calibrate self- and other-assessments.

Adults who stutter (AWS) frequently engage in language monitoring to anticipate and manage stuttering. This linguistic monitoring may reallocate cognitive resources, with potential consequences for language production and memory. We investigated whether AWS’ increased monitoring during production imposes dual-task costs that limit encoding benefits, or whether it enhances memory through deeper conceptual engagement. Thirty-two AWS and sixty-four adults who do not stutter (AWNS) completed a referential communication task in which they described or identified pictures with an experimenter. To simulate AWS’ linguistic monitoring, half of the AWNS performed a simultaneous sound avoidance task (AWNS-SA), prohibiting certain word-initial phonemes. After the communication task, participants completed a recognition memory test for past referents. Results showed that AWS performed more similarly to AWNS than to AWNS-SA in both language production and memory, although AWS’ memory declined on a trial-by-trial basis when stuttering occurred. These findings suggest that linguistic monitoring in AWS does not impose substantial dual-task costs overall, but that stuttering moments can transiently disrupt memory encoding. Together, these results highlight the adaptive nature of linguistic monitoring in AWS and contribute to a broader understanding of how it supports language production and memory across AWS and AWNS.