Exploring the Role of Cognitive Factors in Strengthening ESL Students' Communication Skills

Abstract

This qualitative study examines the cognitive processes that influence English as a Second Language (ESL) students' speaking ability from the diverse viewpoints of 28 ESL teachers. Using in-depth interviews, the study investigates the impact of memory, attention, individual learning styles, and socio-cultural factors in determining language acquisition. In addition to offering insight into the practical consequences of cognitive processes in the development of oral communication abilities, the findings are consistent with previously known perspectives. Teachers' perspectives, based on real-world classroom experiences, contribute to the continuing discussion in ESL education, emphasizing the dynamic interaction of theoretical frameworks and practical methods. Additionally, the study outlines obstacles that are encountered by educators and recommends potential routes for future research and improvements in educational practices. This study not only supports previous literature but also weaves a complex tapestry of teacher narratives, providing a full grasp of the cognitive components that influence ESL oral proficiency.