درخت حوزه‌های تخصصی

Purpose: This study aimed to evaluate the effectiveness of cognitive-emotional training on emotional adaptation and working memory among students applying to learn English. Methodology: A randomized controlled trial design was used with 30 participants from Shiraz, divided into an experimental group (n = 15) and a control group (n = 15). The experimental group underwent an eight-week cognitive-emotional training program. Emotional adaptation and working memory were assessed at baseline, post-intervention, and five-month follow-up using standardized measures. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. Findings: For emotional adaptation, the ANOVA results indicated significant main effects of Time (F(2, 54) = 48.27, p < .001, partial η² = 0.64), Group (F(1, 27) = 93.59, p < .001, partial η² = 0.61), and a significant Time x Group interaction (F(2, 54) = 39.77, p < .001, partial η² = 0.59). Post-hoc Bonferroni tests showed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .049). For working memory, the ANOVA results also indicated significant main effects of Time (F(2, 54) = 74.36, p < .001, partial η² = 0.71), Group (F(1, 27) = 117.12, p < .001, partial η² = 0.68), and a significant Time x Group interaction (F(2, 54) = 44.91, p < .001, partial η² = 0.62). Bonferroni tests revealed significant differences between baseline and post-intervention (p < .001), baseline and follow-up (p < .001), and post-intervention and follow-up (p = .036). Conclusion: Cognitive-emotional training significantly enhances emotional adaptation and working memory in students learning English. These improvements were sustained over a five-month period, suggesting long-term benefits. Integrating such training into educational programs could improve academic outcomes and emotional well-being for language learners. Keywords