Differences in Cognitive Functions based on English Language Proficiency in Young Adults

Abstract

Cognitive assessments rely heavily on language-based tasks, potentially confounding cognitive performance with language proficiency, particularly in multilingual settings. This study investigated the influence of English language proficiency on cognitive functioning among young adults in Sri Lanka, a linguistically diverse country. 51 participants aged 18–26 were assessed using the Montreal Cognitive Assessment (MoCA) and grouped by first-language English and non-first-language status. Standardised administration protocols and ethical guidelines were followed. Data analysis using an independent sample t-test revealed a significant difference in overall MoCA scores between the two groups, suggesting that language proficiency may influence MoCA performance. These findings emphasise the importance of culturally and linguistically appropriate tools and the need for caution when interpreting cognitive assessments in multilingual contexts.