Exploring the Interplay of Cognitive Abilities and Emotional Factors in Language Learning

This study investigates the interplay between cognitive abilities and affective factors in second language acquisition(SLA), focusing on their combined impact on learning outcomes. Using a mixed-methods approach, it examines cognitive processes like working memory, attention, and processing speed, alongside affective factors such as motivation, anxiety, and self-confidence. Quantitative results show that working memory and motivation are key predictors of language proficiency, while anxiety moderates performance. Attention and processing speed are crucial for managing cognitive load and fluency. Qualitative data reveal learners' compensatory strategies, like repetition and self-regulation, to overcome cognitive or emotional challenges. The study supports integrative frameworks like the Cognitive-Affective Model of Immersive Learning (CAMIL) and Pekrun’s Control-Value Theory, emphasizing the interaction of cognitive and emotional factors in learning. Pedagogically, it highlights the need to address individual cognitive differences while fostering positive affective states through motivational strategies, anxiety reduction, and supportive environments. It also explores the potential of technology-enhanced tools, such as VR and gamified platforms, to address both cognitive and emotional needs. By integrating cognitive and affective dimensions, educators can design more effective strategies to optimize language learning for diverse learners.