The Role of Cognitive-Code Method on Iraqi EFL Pupils’ Academic Motivation Enhancement

Abstract

This study examines how Iraqi EFL students' academic motivation is affected by the Cognitive-Code Method (CCM). The purpose of the study aims to determine if structured cognitive learning techniques and explicit grammar instruction improve students' internal and extrinsic motivation. A control group received instruction using conventional methods, whereas an experimental group was taught using the Cognitive-Code Method as part of a quasi-experimental design. Following the treatment, a post-questionnaire was given to each group. To assess variations in motivation levels, the data were analyzed using item-total correlation and the T-test formula. According to the results, students in the experimental group were substantially more engaged and intrinsically motivated than those in the control group. The experimental group showed an enhanced knowledge of language structures, a deeper level of cognitive involvement, and a greater enthusiasm for learning, even if extrinsic motivation was identical in both groups. These findings support theories of cognitive learning by highlighting the ways in which explicit rule-based education promotes critical thinking, meaningful comprehension, and active engagement. Furthermore, the study emphasizes that students who were exposed to the Cognitive-Code Method had a higher chance of acquiring self-motivation, problem-solving skills, and a favorable attitude toward language acquisition. According to the study's findings, including the Cognitive-Code Method into EFL lessons can significantly enhance students' motivation and interest. In order to promote in-depth learning and a sustainable interest in language acquisition, it advises instructors to implement structured cognitive techniques. These results highlight the value of cognitive-based methods in teaching foreign languages since they provide an organized and interesting way to raise motivation and enhance learning results.