107 THE IMPACT OF ENGLISH TEACHING AND LANGUAGE TRAINING ON COGNITIVE FUNCTION IN SCHIZOPHRENIA PATIENTS: AN EMPIRICAL STUDY

Abstract

Background Cognitive deficits are a core feature of schizophrenia, affecting multiple domains such as attention, memory, and executive functions. These impairments significantly contribute to the disability associated with the disorder and can hinder daily functioning and rehabilitation efforts. Recent research has suggested that cognitive remediation therapy, including language training, may improve cognitive outcomes in schizophrenia. However, the extent to which English teaching and language training can enhance cognitive function in schizophrenia patients remains unclear. This study aims to investigate whether English teaching and language training can improve cognitive functions in schizophrenia patients and explore the underlying mechanisms. Methods A total of 300 schizophrenia patients were randomly assigned to either an English teaching and language training group (n=150) or a control group (n=150). The intervention group participated in a 12-week program that included English language instruction and cognitive exercises designed to enhance language skills. The control group received standard care without additional language training. Cognitive function was assessed using the MATRICS Consensus Cognitive Battery (MCCB), which measures six cognitive domains: attention, memory, language, reasoning and problem-solving, social cognition, and motor skills. Pre- and post-intervention assessments were conducted to evaluate changes in cognitive performance. Results Statistical analysis was performed using a mixed-design ANOVA with group (intervention vs. control) as the between-subjects factor and time (pre- vs. post-intervention) as the within-subjects factor. Results showed a significant interaction effect for language (F (1, 298) = 4.56, P = 0.034, η² = 0.015) and reasoning and problem-solving (F (1, 298) = 5.21, P = 0.023, η² = 0.017). Post-hoc tests revealed that the intervention group demonstrated significant improvements in language (P = 0.012, d = 0.68) and reasoning and problem-solving (P = 0.011, d = 0.71) compared to the control group. No significant differences were observed in the other cognitive domains. Additionally, a correlation analysis indicated a moderate positive correlation between language improvement and social cognition (r = 0.45, P < 0.001), suggesting that language training may have broader cognitive benefits. Discussion The research results indicate that English teaching and language training have a significant improvement effect on specific cognitive domains of patients with schizophrenia, especially in language and reasoning problem-solving abilities. The intervention group showed a moderate improvement in the language domain with an effect size of 0.68 and in the reasoning problem-solving domain with an effect size of 0.71. This discovery supports the potential value of incorporating language training into cognitive correction therapy. Future research should further explore the long-term effects of language training on improving patients’ cognitive function, as well as how to translate these training effects into practical applications in daily life, in order to more comprehensively evaluate its contribution to patients’ social function recovery. Meanwhile, the study also found a positive correlation between language training and social cognition, suggesting that language training may have a positive effect on improving patients’ social skills, which is worth further exploration in future research.