THE ROLE OF PSYCHOLINGUISTICS IN UNDERSTANDING THE PSYCHOLOGICAL IMPACT OF LANGUAGE ON ENGLISH LEARNING AND TEACHING

Abstract

This study examines the psycholinguistic factors influencing English language acquisition among university students in Punjab, Pakistan. Adopting a mixed-methods design, the research combined quantitative testing of 120 learners with qualitative interviews and focus group discussions involving 18 participants. Quantitative findings revealed a strong positive relationship between working memory and vocabulary acquisition (r = 0.58), while language anxiety negatively affected task performance (r = –0.47). Qualitative insights highlighted psychological barriers such as classroom silence, cognitive overload, low self-esteem, and reduced motivation, which collectively influenced learners’ engagement. The study concludes that cognitive and emotional states play a critical role in shaping second language outcomes. It recommends reducing cognitive load, enhancing metacognitive awareness, and fostering supportive classroom environments. Future research should incorporate diverse contexts, longitudinal designs, and intervention-based approaches to further explore the role of psycholinguistic variables in English language learning.