DefinePK

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.