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Abstract
Speaking ability among English as a foreign language learners (EFL) is influenced by various factors, including cognitive diversity that encompasses individual differences in cognitive styles, information processing, problem-solving approaches, and learning preferences. This study investigated the relationship between cognitive diversity and speaking abilities among English Education students at the University of Bengkulu. Using a quantitative correlational approach with 30 students, cognitive diversity was measured through a questionnaire, and speaking ability was assessed via oral presentations. The data analysis involved calculating Simpson's Diversity Index to measure cognitive diversity levels, Cohen's Kappa to assess the inter-rater agreement on speaking ability scores, and Pearson's correlation analysis to determine the relationship between cognitive diversity and speaking ability. Findings revealed a positive but weak correlation (r=0.244, p=0.193) between the variables. While aligning with some prior research on individual cognitive differences in language acquisition, the modest correlation contradicts other findings on cognitive styles' influence on speaking ability among EFL learners. This dissimilarity may arise from sample size, student population characteristics, and other factors like instructional approaches and affective variables. The study emphasizes the importance of taking cognitive diversity into account, along with other factors, to optimize holistic development in EFL-speaking.
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Copyright (c) 2024 Adwitya Widya Dhari, Syafryadin, Erni Sukesi
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Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
The Correlation between Cognitive Diversity and EFL Learners’ Speaking Ability. (2024). Journal of English Education and Teaching, 8(3), 678–696. https://doi.org/10.33369/jeet.8.3.678-696
References
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A. Al-Jamal, D., & A. Al-Jamal, G. (2013). An investigation of the difficulties faced by EFL undergraduates in speaking ability. English Language Teaching, 7(1), 19-27. https://doi.org/10.5539/elt.v7n1p19
Brown, H. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Difa, F. B. (2022). The Correlation Between Students Who Join English Club And Their Speaking Ability At SMA Negri 2 Bukittinggi (Doctoral dissertation, Universitas Islam Negeri Sultan Syarif Kasim Riau).
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Ehrman, M., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 397–415. https://doi.org/10.1016/S0346-251X(03)00050-2
Elyas, T., AlHashmi, B., & Fang, F. (2020). Cognitive diversity among EFL learners: implications for teaching in higher education. Teflin Journal, 31(1), 44-69, http://dx.doi.org/10.15639/teflinjournal.v31i1/44-69
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
Hammad, E. A., & Ghali, E. M. A. (2015). Speaking anxiety level of Gaza EFL pre-service teachers: Reasons and sources. World Journal of English Language, 5(3), 52. DOI:10.5430/wjel.v5n3p52
Huensch, A., & Thompson, A. S. (2017). Contextualizing performativity: Second language proficiency as a reflection of processing efficiency, working memory, inhibition, agency, motivation, emotion, and affect. The Modern Language Journal, 101(1), 211-216. DOI: 10.1111/FLAN.12259
Hund, A. M., Bove, R. M., & Van Beuning, N. (2023). Cognitive flexibility explains unique variance in reading comprehension for elementary students. Cognitive Development, 67, 101358. https://files.eric.ed.gov/fulltext/EJ994288.pdf
Hung, C. O. Y., & Loh, E. K. Y. (2021). Examining the contribution of cognitive flexibility to metalinguistic skills and reading comprehension. Educational Psychology, 41(6), 712-729 https://doi.org/10.1080/01443410.2020.1734187
Johann, V., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26(3), 324-344. https://doi.org/10.1080/09297049.2019.1649381
Kormos, J., & Sáfár, A. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261-271 https://doi.org/10.1017/S1366728908003416
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking ability. international journal of research in english education, 2(1), 34-41. SID. https://sid.ir/paper/349619/en
Lesaux, N.K., Lipka, O. & Siegel, L.S. (2006). Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds. Read Writ 19, 99–131. HYPERLINK "https://doi.org/10.1007/s11145-005-4713-6" https://doi.org/10.1007/s11145-005-4713-6
Mercer, S. (2016). The contexts for early English language teaching and learning. In S. Mercer & S. Ryan (Eds.), Teaching English Language Learners: From the Teens through the Twenties (pp. 1-23). Palgrave Macmillan.
Shin, S. J., Kim, T. Y., Lee, J. Y., & Bian, L. (2012). Cognitive team diversity and individual team member creativity: A cross-level interaction. Academy of Management Journal, 55(1), 197-212. https://doi.org/10.5465/amj.2010.0270
Shinn, E., & Ofiesh, N. S. (2012). Cognitive diversity and the design of classroom tests for all learners. Journal of Postsecondary Education and Disability, 25(3), 227-245. https://files.eric.ed.gov/fulltext/EJ994288.pdf
Simpson, E. H. (1949). Measurement of diversity. Nature, 163(4148), 688-688. https://doi.org/10.1038/163688a0
Stephens, M. (2017). Applying the skill of inferring to learning vocabulary: A call to move from details to discourse. Critical Thinking and Language Learning, 4(1), 12-28. https://core.ac.uk/reader/197209480
Thao, T. Q., & Nguyet, D. T. N. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science-Social Sciences, 9(2), 53-64. DOI:10.46223/HCMCOUJS.soci.en.9.2.261.2019
Zainurrahman, Z., & Sangaji, S. (2019). A study on the university students’ speaking difficulties. Langua: Journal of Linguistics, Literature, and Language Education, 2(1), 1-8. https://doi.org/10.5281/zenodo.258807
References
A. Al-Jamal, D., & A. Al-Jamal, G. (2013). An investigation of the difficulties faced by EFL undergraduates in speaking ability. English Language Teaching, 7(1), 19-27. https://doi.org/10.5539/elt.v7n1p19
Brown, H. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Difa, F. B. (2022). The Correlation Between Students Who Join English Club And Their Speaking Ability At SMA Negri 2 Bukittinggi (Doctoral dissertation, Universitas Islam Negeri Sultan Syarif Kasim Riau).
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Ehrman, M., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 397–415. https://doi.org/10.1016/S0346-251X(03)00050-2
Elyas, T., AlHashmi, B., & Fang, F. (2020). Cognitive diversity among EFL learners: implications for teaching in higher education. Teflin Journal, 31(1), 44-69, http://dx.doi.org/10.15639/teflinjournal.v31i1/44-69
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
Hammad, E. A., & Ghali, E. M. A. (2015). Speaking anxiety level of Gaza EFL pre-service teachers: Reasons and sources. World Journal of English Language, 5(3), 52. DOI:10.5430/wjel.v5n3p52
Huensch, A., & Thompson, A. S. (2017). Contextualizing performativity: Second language proficiency as a reflection of processing efficiency, working memory, inhibition, agency, motivation, emotion, and affect. The Modern Language Journal, 101(1), 211-216. DOI: 10.1111/FLAN.12259
Hund, A. M., Bove, R. M., & Van Beuning, N. (2023). Cognitive flexibility explains unique variance in reading comprehension for elementary students. Cognitive Development, 67, 101358. https://files.eric.ed.gov/fulltext/EJ994288.pdf
Hung, C. O. Y., & Loh, E. K. Y. (2021). Examining the contribution of cognitive flexibility to metalinguistic skills and reading comprehension. Educational Psychology, 41(6), 712-729 https://doi.org/10.1080/01443410.2020.1734187
Johann, V., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26(3), 324-344. https://doi.org/10.1080/09297049.2019.1649381
Kormos, J., & Sáfár, A. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261-271 https://doi.org/10.1017/S1366728908003416
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking ability. international journal of research in english education, 2(1), 34-41. SID. https://sid.ir/paper/349619/en
Lesaux, N.K., Lipka, O. & Siegel, L.S. (2006). Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds. Read Writ 19, 99–131. HYPERLINK "https://doi.org/10.1007/s11145-005-4713-6" https://doi.org/10.1007/s11145-005-4713-6
Mercer, S. (2016). The contexts for early English language teaching and learning. In S. Mercer & S. Ryan (Eds.), Teaching English Language Learners: From the Teens through the Twenties (pp. 1-23). Palgrave Macmillan.
Shin, S. J., Kim, T. Y., Lee, J. Y., & Bian, L. (2012). Cognitive team diversity and individual team member creativity: A cross-level interaction. Academy of Management Journal, 55(1), 197-212. https://doi.org/10.5465/amj.2010.0270
Shinn, E., & Ofiesh, N. S. (2012). Cognitive diversity and the design of classroom tests for all learners. Journal of Postsecondary Education and Disability, 25(3), 227-245. https://files.eric.ed.gov/fulltext/EJ994288.pdf
Simpson, E. H. (1949). Measurement of diversity. Nature, 163(4148), 688-688. https://doi.org/10.1038/163688a0
Stephens, M. (2017). Applying the skill of inferring to learning vocabulary: A call to move from details to discourse. Critical Thinking and Language Learning, 4(1), 12-28. https://core.ac.uk/reader/197209480
Thao, T. Q., & Nguyet, D. T. N. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science-Social Sciences, 9(2), 53-64. DOI:10.46223/HCMCOUJS.soci.en.9.2.261.2019
Zainurrahman, Z., & Sangaji, S. (2019). A study on the university students’ speaking difficulties. Langua: Journal of Linguistics, Literature, and Language Education, 2(1), 1-8. https://doi.org/10.5281/zenodo.258807
Brown, H. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Difa, F. B. (2022). The Correlation Between Students Who Join English Club And Their Speaking Ability At SMA Negri 2 Bukittinggi (Doctoral dissertation, Universitas Islam Negeri Sultan Syarif Kasim Riau).
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Ehrman, M., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 397–415. https://doi.org/10.1016/S0346-251X(03)00050-2
Elyas, T., AlHashmi, B., & Fang, F. (2020). Cognitive diversity among EFL learners: implications for teaching in higher education. Teflin Journal, 31(1), 44-69, http://dx.doi.org/10.15639/teflinjournal.v31i1/44-69
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104
Hammad, E. A., & Ghali, E. M. A. (2015). Speaking anxiety level of Gaza EFL pre-service teachers: Reasons and sources. World Journal of English Language, 5(3), 52. DOI:10.5430/wjel.v5n3p52
Huensch, A., & Thompson, A. S. (2017). Contextualizing performativity: Second language proficiency as a reflection of processing efficiency, working memory, inhibition, agency, motivation, emotion, and affect. The Modern Language Journal, 101(1), 211-216. DOI: 10.1111/FLAN.12259
Hund, A. M., Bove, R. M., & Van Beuning, N. (2023). Cognitive flexibility explains unique variance in reading comprehension for elementary students. Cognitive Development, 67, 101358. https://files.eric.ed.gov/fulltext/EJ994288.pdf
Hung, C. O. Y., & Loh, E. K. Y. (2021). Examining the contribution of cognitive flexibility to metalinguistic skills and reading comprehension. Educational Psychology, 41(6), 712-729 https://doi.org/10.1080/01443410.2020.1734187
Johann, V., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26(3), 324-344. https://doi.org/10.1080/09297049.2019.1649381
Kormos, J., & Sáfár, A. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261-271 https://doi.org/10.1017/S1366728908003416
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking ability. international journal of research in english education, 2(1), 34-41. SID. https://sid.ir/paper/349619/en
Lesaux, N.K., Lipka, O. & Siegel, L.S. (2006). Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds. Read Writ 19, 99–131. HYPERLINK "https://doi.org/10.1007/s11145-005-4713-6" https://doi.org/10.1007/s11145-005-4713-6
Mercer, S. (2016). The contexts for early English language teaching and learning. In S. Mercer & S. Ryan (Eds.), Teaching English Language Learners: From the Teens through the Twenties (pp. 1-23). Palgrave Macmillan.
Shin, S. J., Kim, T. Y., Lee, J. Y., & Bian, L. (2012). Cognitive team diversity and individual team member creativity: A cross-level interaction. Academy of Management Journal, 55(1), 197-212. https://doi.org/10.5465/amj.2010.0270
Shinn, E., & Ofiesh, N. S. (2012). Cognitive diversity and the design of classroom tests for all learners. Journal of Postsecondary Education and Disability, 25(3), 227-245. https://files.eric.ed.gov/fulltext/EJ994288.pdf
Simpson, E. H. (1949). Measurement of diversity. Nature, 163(4148), 688-688. https://doi.org/10.1038/163688a0
Stephens, M. (2017). Applying the skill of inferring to learning vocabulary: A call to move from details to discourse. Critical Thinking and Language Learning, 4(1), 12-28. https://core.ac.uk/reader/197209480
Thao, T. Q., & Nguyet, D. T. N. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science-Social Sciences, 9(2), 53-64. DOI:10.46223/HCMCOUJS.soci.en.9.2.261.2019
Zainurrahman, Z., & Sangaji, S. (2019). A study on the university students’ speaking difficulties. Langua: Journal of Linguistics, Literature, and Language Education, 2(1), 1-8. https://doi.org/10.5281/zenodo.258807