A Systematic Review of the Relationship between Executive Functions and L2 Reading Fluency in Adult Learners

Reading competence is essential for adults, not only as a tool for lifelong education but also as a fundamental skill for successful integration into society. In recent decades, the study of oral reading fluency has gained renewed interest in reading research. However, within the context of second language acquisition, findings remain inconclusive, and research in this area is still limited. Fluent and meaningful reading in a second language requires the coordination of key executive functions, including cognitive flexibility, working memory, and attentional control. Despite this, the relationship between these cognitive processes and reading fluency in adult second language learners remains largely unexplored. This article presents a systematic review aimed at identifying existing studies that examine the connection between executive functions and reading fluency in adults learning a second or foreign language, following a structured and transparent review protocol. The findings reveal a clear research gap at the intersection of language learning and cognitive development. This review, therefore, highlights the urgent need for empirical research into the role of executive functions in adult second language reading development and provides a foundation for future research frameworks addressing this overlooked area.