Unequal Processing in IELTS Listening: A Psycholinguistic Analysis of Cognitive Load, Neural Effort and Multi-Accent Adaptation
DOI:
https://doi.org/10.70670/sra.v4i1.2129Keywords:
Accent Adaptation, Cognitive Load, IELTS Listening, Listening Effort, Psycholinguistics, Speech ProcessingAbstract
This study investigated unequal processing in IELTS listening through the psycholinguistic dimensions of cognitive load, listening effort, and multi-accent adaptation among multilingual university students in Sindh, Pakistan. The study employed an explanatory sequential mixed-methods design involving 120 undergraduate and postgraduate IELTS candidates and 20 interview participants. Quantitative data were collected through IELTS-style listening tasks administered across three accent conditions: familiar accent, unfamiliar single-accent, and multi-accent sequence conditions. Cognitive load ratings, response time measures, comprehension scores, and perceptual adaptation effects were analyzed using repeated-measures ANOVA, regression analysis, and paired-sample t-tests. Qualitative data were collected through semi-structured interviews and analyzed using reflexive thematic analysis. The findings demonstrated statistically significant differences across accent conditions in comprehension accuracy (F = 48.62, p < .001), response time (F = 56.17, p < .001), and cognitive load (F = 63.84, p < .001). Participants achieved the highest comprehension scores in the familiar accent condition (M = 31.84) and the lowest scores in the multi-accent condition (M = 22.16). Prior accent exposure positively predicted listening performance and reduced cognitive effort. Repeated exposure improved comprehension accuracy from 23.72 to 27.65 and reduced cognitive load from 6.88 to 5.01. Qualitative findings revealed experiences of attentional disruption, listening fatigue, perceptual adaptation, and fairness concerns during multi-accent listening assessment. The study contributed to psycholinguistic and language testing research by demonstrating how accent familiarity significantly influenced listening comprehension and cognitive processing in IELTS listening contexts.
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