Enhancing Cognitive Performance of Healthy Czech Seniors through Non-Native Language Learning—A Mixed-Methods Pilot Study

Abstract

The aim of this article is to discuss the effect of learning a non-native language on the enhancement of cognitive performance in healthy native Czech elderly. In addition, special emphasis is put on the qualitative assessment. To do this, 42 Czech cognitively unimpaired seniors were enrolled into the study. These were then divided into an experimental group (i.e., 20 healthy elderly studied English as a non-native language for three months) and a passive control group (22 healthy elderly, who did not undergo any non-native language intervention). The main outcome measures included the Montreal Cognitive Assessment, statistical processing of the data, and a qualitative content analysis. The results indicate that the cognitive performance of the intervention group did not differ from the control group. Therefore, no cognitive enhancement through non-native language learning was achieved. However, the findings of the qualitative analysis show that such non-native language learning with the peers of the same age is especially beneficial for the overall well-being of healthy seniors, especially as far as their social networks are concerned. Furthermore, participant’s subjective feelings from their self-reports indicate that foreign language learning also contributes to acquiring new English words and phrases. However, as there are very few empirical studies on this research topic, further research is needed in order to confirm or refute the present research findings on the enhancement of cognitive performance through non-native language learning in healthy seniors.

Foreign Language Training to Stimulate Cognitive Functions

“…This study did not aim for the people in the experimental group to learn the foreign language in extent as well as in complexity, as could be observed in studies of foreign language learning [29][30][31][32][33][38][39][40][41]. Complementary to these, the results of this research focusing on language training with a foreign language show that, with specific intensity and specific language exercises in vocabulary, phonology and foreign language equivalents, changes in linguistic processing such as lexical access, specifically the TOT phenomenon, are observed.…”

“…There is recent and relevant literature on intensive foreign language learning programs, in which target language learning is achieved in general [15,[29][30][31][32][33]. Klimova conducted a review on the effects of foreign language learning among older adults, highlighting potential positive effects in three areas: enhancement of cognitive functions, self-esteem and increased opportunities for socializing [15].…”

“…Alternatively, Qi et al [38] demonstrated an association between the white matter structure and the successful learning of phonology with an intensive four-week course. More recently, with the purpose of observing cognitive functioning in healthy seniors, studies have coincided in reporting that cognitive performance can be promoted with foreign language learning [29,31,32].…”

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“…Six studies had a control group, four of which were randomized. In these studies, the control groups included either passive controls that did not change their habits (Ramos et al, 2017;Bubbico et al, 2019;Berggren et al, 2020;Klimova et al, 2020) or active controls involved either in other university courses (Bak et al, 2016) or online games like Sudoku and crossword puzzles (Wong et al, 2019). Of note, these two last studies had both active and passive control groups, although in the former they were not assigned randomly, as participants chose their intervention group.…”

“…Only two studies used standardized second language proficiency tests before and after the intervention (Ramos et al, 2017;Pfenninger and Polz, 2018). One study used a vocabulary test, but only after the intervention (Berggren et al, 2020), while the other studies did not evaluate the second language proficiency attained at posttest (Bak et al, 2016;Ware et al, 2017;Bubbico et al, 2019;Long et al, 2019;Wong et al, 2019;Klimova et al, 2020).…”