THE CORRELATION BETWEEN COGNITIVE DIVERSITY AND EFL LEARNERS' SPEAKING ABILITY

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.