Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency

Abstract

This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking proficiency. The experimental group demonstrated significant improvement from pre-test to immediate and delayed post-tests in terms of IELTS speaking proficiency (t (29) = −7.57 and −6.97, p = .000), with a large effect size (eta squared = −1.7 and −1.3). This study contributes to the understanding of effective language instruction and highlights that cognitive apprenticeship can be a valuable approach to enhance speaking skills in EFL learners. The interactive and learner-centered nature of cognitive apprenticeship promotes active engagement, autonomy, and meaningful language use. The findings have implications for language educators in creating dynamic and learner-centered learning environments that promote speaking proficiency.