Cognitive engagement and academic performance among EFL/ESL learners in conflict-affected zones

Abstract

English language learning for students in conflict zones is highly important not only for acquiring a new language and finding a job, but also for their survival, growth, access to educational resources, emergency information and support systems that are crucial in challenging conditions. English can be a powerful tool for ESL/EFL students in order to equip essential communication, critical thinking and emotional coping skills. However, there are many factors associated with ESL/EFL students’ poor language performance, one of which is the students’ poor cognitive engagement “thoughtfulness and willingness to master difficult skills” in English classroom. This study tries to investigate the level of cognitive engagement among EFL/ESL learners in conflict-affected zones. It also tries to analyze the type of relationship between cognitive engagement and academic performance and attempts to investigate the impact of cognitive engagement on academic performance among university students of English affected by conflict in their areas. It is a quantitative-qualitative study in which a total of 300 undergraduate EFL/ESL learners from Yemen and Kashmir, JK, India responded to a cognitive engagement survey, followed by interviewing 20 volunteers among the same sample and calculating the cumulative average of the total of the academic years of the selected sample to assess their academic performance. Applying descriptive, correlation and regression analysis, findings reveal that the level of cognitive engagement by EFL/ESL students in English learning contexts in conflict zones is low. It is also found out that there is a positive relationship between cognitive engagement and academic performance among the EFL/ESL students in conflict zones. Results also indicate that cognitive engagement is a good predictor of academic performance of EFL/ESL students in such regions. The study recommends to adapt an educational program and a dialogue-skills training course for university students for finding out the factors leading to a deep cognitive engagement in class and a positive academic performance. It is also recommended that non-formal education approaches should be provided and restored by digitalizing curriculum to carry on the educational process during the shutdowns or conflict times.