Cognitive and Affective Factors in Second Language Acquisition: A Comparative Study of ESL Learners in Multilingual Contexts

Abstract

Second Language Acquisition (SLA) is shaped by a complex interaction of cognitive and affective factors that influence learners’ proficiency, motivation, and communicative competence. This study investigates how cognitive variables—such as working memory, attention control, and language aptitude—interact with affective variables including motivation, anxiety, and self-efficacy among ESL learners in multilingual contexts. The aim is to compare the relative impact of these factors on learners’ performance and to identify contextual influences stemming from multilingual exposure. A mixed-method design was adopted, involving 180 ESL learners from three multilingual universities. Quantitative data were collected through standardized tests measuring cognitive abilities and language proficiency, while affective variables were assessed through Likert-scale questionnaires. Qualitative interviews explored learners’ attitudes and emotional responses to language learning. Results revealed that cognitive factors, particularly working memory and attention span, significantly predicted language proficiency, while affective factors—especially motivation and low anxiety, enhanced communicative confidence. Multilingual environments amplified cognitive flexibility and reduced affective barriers, indicating that exposure to multiple languages fosters both mental adaptability and emotional resilience. The study concludes that integrating cognitive and affective training into ESL pedagogy can optimize learning outcomes. Future research should adopt longitudinal designs to trace developmental trajectories of these factors over time and across cultural contexts.