Abstract

The present study aimed to examine cognitive process profiles among EFL learners at different stages of bilingual development, exploring how advancement toward bilingualism may be associated with cognitive enhancement, particularly cognitive flexibility and processing patterns. This study also investigated learners' metacognitive evaluations of their performance on an unfamiliar cognitive assessment. The sample consisted of 60 adult EFL learners (30 advanced bilinguals and 30 long-term emerging bilinguals), with equal gender distribution. The data were analyzed using Chi-square and Gamma correlation. Overall, advanced bilinguals demonstrated significantly greater cognitive flexibility and showed preference for analytical, logical reasoning, and reflective problem-solving approaches. Emerging bilinguals demonstrated distinct cognitive flexibility profiles and showed preference for intuitive, exploratory problem-solving approaches. With respect to gender differences, females among advanced bilinguals showed particularly strong inclination toward reflective and logical reasoning styles, while emerging bilingual females demonstrated preference for exploratory approaches. No significant relationship was found between proficiency level and metacognitive evaluation of the assessment. The findings suggest that bilingual development in EFL contexts may be associated with enhanced cognitive flexibility and systematic problem-solving preferences.

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