Bilingual Brains, Monolingual Worlds: A Comparative Study of Cognitive and Linguistic Capabilities
DOI:
https://doi.org/10.17507/tpls.1511.17Keywords:
bilingualism, critical thinking, cognitive capabilities, academic progression, brain efficacyAbstract
This research study examines brain efficacy between Arabic-monolingual and English-Arabic bilingual university students by evaluating their vocabulary acquisition, learning capacity, thinking ability, and critical thinking skills. The study also explores the impact of academic semester progression on cognitive performance in both groups. A mixed-methods approach was employed. The study included 222 randomly selected students from various semesters. Data were collected via structured questionnaires, classroom activities, and performance-based assessments. The statistical analyses encompassed descriptive statistics, Chi-square tests, and t-tests. Cronbach’s alpha was employed to validate the reliability of the questionnaire responses. Findings indicated that bilingual students outperformed their monolingual counterparts in cognitive flexibility, adaptability, and critical thinking skills. They also demonstrated greater capabilities in vocabulary acquisition and abstract problem-solving. In contrast, monolingual students demonstrated proficiency in activities that necessitated repetition and organization, yet they had difficulties with abstract reasoning. Semester progression improved cognitive performance in both groups, with bilingual students exhibiting a steeper trajectory of improvement. The study provides a distinctive analysis of cognitive differences between monolingual and bilingual students, highlighting the influence of bilingualism on enhancing learning and critical thinking skills. It also highlights the positive impact of academic progression on cognitive developments. The results endorse the cognitive benefits of bilingualism, particularly in activities that require mental flexibility and abstract thinking.
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