INVESTIGATING THE RELATION BETWEEN PROFICIENCY OF LANGUAGE AND COGNITIVE SKILLS AMONGST UNDERGRADUATE STUDENTS: A QUANTATITIVE CASE STUDY

Abstract

This quantitative correlational study investigates the relationship between English language proficiency and cognitive skills among 150 participants aged 18–35 from diverse linguistic backgrounds. Using purposive sampling, the study included both native and non-native English speakers with varying degrees of proficiency. English proficiency was measured through the TOEFL iBT (assessing reading, listening, writing, and speaking), while cognitive ability was evaluated using the Wechsler Adult Intelligence Scale-IV (WAIS-IV), which examines verbal comprehension, perceptual reasoning, working memory, and processing speed. Data were collected in a controlled university language center to ensure temporal consistency. Pearson correlation analysis revealed significant positive relationships between English proficiency and multiple dimensions of cognitive ability. Linear regression further confirmed that English proficiency is a strong predictor of cognitive performance, even when controlling for demographic variables such as age, education, and years of English exposure. These findings suggest that higher proficiency in English is associated with enhanced cognitive capacities, offering important implications for

language education policy and cognitive development research.