Investigating The Role of Cognitive Flexibility in English Language Learning

Abstract

The present study is an attempt to probe the role of cognitive flexibility in English language learning, highlighting its significance as an emerging area of psycholinguistics. Cognitive flexibility refers to the ability to adapt thinking and behavior in response to new information, shifting contexts, or multiple perspectives. This skill is essential in problem-solving, decision-making, and creativity, all of which contribute directly to language acquisition. The research adopted a quantitative design, employing the Cognitive Flexibility Inventory (CFI) developed by Dennis and Vander Wal (2010) along with academic results in English courses. Data were collected from a sample of 100 English language learners at colleges and universities in Pakistan. The findings revealed a strong positive correlationship between cognitive flexibility and English language performance. Learners with higher levels of Cognitive flexibility outperformed than their peers in the language components of grammar, comprehension, and vocabulary, demonstrating resilience and motivation in problem-solving tasks. This study fills a research gap by providing empirical evidence on the role of cognitive flexibility in English language learning contexts. The implications suggest that fostering flexible thinking can enhance English language pedagogy, curriculum design, and overall learning outcomes.