NEUROCOGNITIVE FOUNDATIONS OF ACADEMIC ENGLISH SPEAKING: IMPLICATIONS FOR LANGUAGE INSTRUCTION

Academic English speaking is a cognitively demanding skill that requires coordination of multiple mental processes, including working memory, attention control, lexical retrieval, and executive function. This study develops and empirically validates a neurocognitive model to explain how these mechanisms interact during real-time academic speech production. Data collected from structured speaking tasks, cognitive assessments, and learner self-reports indicate that proficiency emerges from the integration of these cognitive systems rather than isolated linguistic knowledge. The findings highlight implications for designing language instruction that aligns with cognitive processes, enhancing fluency, coherence, and learner confidence.