THE CORRELATION BETWEEN COGNITIVE DIVERSITY AND EFL LEARNERS' SPEAKING ABILITY

Dhari, Adwitya Widya and Syafryadin, Syafryadin and Sukesi, Erni (2024) THE CORRELATION BETWEEN COGNITIVE DIVERSITY AND EFL LEARNERS' SPEAKING ABILITY. Undergraduated thesis, Universitas Bengkulu.

Text (SKRIPSI) Adwitya Widya Dhari_Undergraduate Thesis (1-5) - Adwitya Widya Dhari.pdf - Bibliography Restricted to Repository staff only Available under License Creative Commons GNU GPL (Software). Download (2MB)

Abstract

Speaking ability among English as a foreign language learners (EFL) has been found to be influenced by various factors, including cognitive diversity which 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 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 underscores considering cognitive diversity alongside other elements to optimize EFL speaking development holistically. Keywords: Cognitive Diversity, Speaking Ability, EFL Learners.Speaking ability among English as a foreign language learners (EFL) has been found to be influenced by various factors, including cognitive diversity which 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 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 underscores considering cognitive diversity alongside other elements to optimize EFL speaking development holistically. Keywords: Cognitive Diversity, Speaking Ability, EFL Learners.

Actions (login required)

View Item