THE IMPACT OF COGNITIVE LEARNING STRATEGIES ON ENGLISH LANGUAGE ACQUISITION AMONG ADULT LEARNERS IN PUNJAB, PAKISTAN

Author: Malaysia

Résumé

English language proficiency is increasingly recognized as a prerequisite for academic achievement, professional advancement, and global participation, particularly in multilingual countries such as Pakistan. Despite years of formal English instruction, many adult learners continue to experience difficulties in achieving communicative competence. This study investigates the influence of cognitive learning strategies on English language acquisition (ELA) among adult learners enrolled in Teaching English as a Second Language (TESL) programmes across Punjab, Pakistan. Guided by Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and MacWhinney’s Competition Model, the study adopts a quantitative, non-experimental correlational research design. Data were collected from 110 adult TESL learners using a structured questionnaire adapted from established language learning strategy instruments. The collected data were analysed using the Statistical Package for the Social Sciences (SPSS) through descriptive statistics, Pearson correlation, and multiple regression analyses. The findings indicate that cognitive learning strategies significantly influence English language acquisition. Among the examined strategies, metacognitive strategies emerged as the strongest predictor of language acquisition, followed by inferencing, rehearsal, and memory strategies. Furthermore, cognitive strategy use demonstrated positive relationships with learners’ fluency, accuracy, comprehension, and confidence. The findings support contemporary theories of second language acquisition by highlighting the critical role of learner autonomy, strategic engagement, and self-regulated learning in adult language development. This study contributes empirical evidence from an under-researched TESL context in Pakistan and provides practical implications for TESL practitioners, curriculum developers, educational policymakers, and future researchers seeking to enhance English language learning through strategy-based instruction.