INTEGRATING NEUROCOGNITIVE MEASURES INTO THE ASSESSMENT OF ENGLISH SPEECH PRODUCTION: A MULTIMODAL APPROACH

This article explores the integration of neurocognitive measures, such as electroencephalography (EEG) and eye-tracking, into the assessment of English speech production. Traditional assessments often rely on subjective evaluations, which may overlook the underlying cognitive processes involved in language production. By incorporating neurocognitive tools, educators can gain deeper insights into how learners process linguistic information, allocate attention, and manage cognitive resources during speech tasks. The study highlights the potential of multimodal approaches to provide objective, real-time data on brain activity, visual attention, and working memory load, offering a more comprehensive understanding of speech production challenges. This approach not only enhances the accuracy of assessments but also identifies specific cognitive barriers that hinder language performance. Furthermore, it opens new avenues for personalized feedback and targeted interventions. By bridging the gap between neuroscience and language education, this research aims to revolutionize speech skill assessments, making them more scientifically grounded and learner-centered.