**17. Conclusion**

Based on research on cognitive development among students of English as a second language in higher education, this chapter examines cognitive development's theoretical grounds and criticisms, as well as its value and contribution. Additionally, the chapter illustrates how pedagogical approaches are guided by the dimensions of student learning. The outcomes of the study highlight the study process as a chance to develop new skills in students through cognitive engagement. Attending English as a second language class evokes thoughts of learning and achievement in students. Examination of given situations revealed that study engagements may lead to feelings of tension, apprehension, or fear about performing up to the expectations set for learners by teachers and curriculum. Therefore, learners of English as a second language feel under pressure from anxiety and stress. The acquisition and demonstration of knowledge cannot simply sum up what students learn in class. Memory, attention, cognitive control, motivation, and emotions all play a role in academic performance. Providing students with close supervision, assistance, and interaction opportunities enhanced the performance outcomes of the experimental group. Pedagogical interventions integrated with cognitive development perspectives applied to the experimental group resulted in improvements in learning and a reduction of anxiety and stress compared to the control group. The following categories of activities and strategies are presented based on assessments (e.g., formative and summative) aimed at developing cognitive control functions in the language classroom (ages 18–25) or combinations of those activities.

## **17.1 Determine the level of the learners and assign appropriate activities**

Based on the description above, it is evident that these activities provide a dual benefit by developing language skills and improving cognitive control functions simultaneously. Taking part in these activities enhances one's ability to control cognitive processes. Stress and positive emotional engagement play an influential role in the development of cognitive control.

It is likely that the activities will be repeated over time and that the challenges will become increasingly challenging.

#### **17.2 Learning from mistakes**

Ensure that your learners understand that making mistakes is natural and that you do not grade them according to how they perform these tasks. Remind them that these activities will be performed on a regular basis. If they spend more time focusing on and enjoying the activities, their performance will improve.
