This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking proficiency. The experimental group demonstrated significant improvement from pre-test to immediate and delayed post-tests in terms of IELTS speaking proficiency ( t (29) = −7.57 and −6.97, p = .000), with a large effect size (eta squared = −1.7 and −1.3). This study contributes to the understanding of effective language instruction and highlights that cognitive apprenticeship can be a valuable approach to enhance speaking skills in EFL learners. The interactive and learner-centered nature of cognitive apprenticeship promotes active engagement, autonomy, and meaningful language use. The findings have implications for language educators in creating dynamic and learner-centered learning environments that promote speaking proficiency.

中文翻译：

---

通过认知学徒培训增强英语学习者的能力：雅思口语能力的成功之路

本研究调查了认知学徒期对英语作为外语（EFL）学习者口语能力的影响。该研究遵循随机的测试前-测试后对照组设计，实验组接受基于认知学徒原则的指导，对照组接受传统指导。六十名伊朗中级英语学习者参与了这项研究。参与者的口语水平通过初级英语测试（PET）和两项雅思口语测试进行评估。训练有素的考官根据既定的口语能力标准评估参与者的表现。结果表明，接受认知学徒原则指导的实验组在口语熟练程度方面优于对照组。实验组的雅思口语水平从预测到即刻和延迟后测均有显着改善（t（29）=−7.57和−6.97，p=.000），且效应量较大（eta平方= −1.7 和 −1.3)。这项研究有助于理解有效的语言教学，并强调认知学徒可以成为提高英语学习者口语技能的宝贵方法。认知学徒制的互动性和以学习者为中心的性质促进了积极参与、自主和有意义的语言使用。研究结果对语言教育者创造动态的、以学习者为中心的学习环境以提高口语能力具有重要意义。