Résumé:
The present dissertation explores English as a Foreign Language students’ perspectives towards
the role of cognitive intelligence in developing problem-solving skills, in relation to language
tasks or language-related problems. The mental abilities that are developed through the process
of thinking, senses, and experiences are used to tackle and resolve challenges or issues by
identifying, analyzing, and implementing solutions. Mastering problem-solving abilities holds
great potential for enhancing linguistic proficiency, critical thinking, and overall educational
outcomes. However, these abilities are not given enough importance in EFL classroom to
develop learners’ language outcome. Furthermore, there is a limited of emphasis on enhancing
problem-solving skill, despite the use of traditional language teaching methods. This can be due
to many reasons as the primary focus in EFL classroom settings is on teaching language rules
to students without offering much guidance on how to apply these rules to solve languagerelated problems. This approach results in the failure to equip students with the necessary tools
to apply linguistic knowledge in practical situations. In this regard, the study aims to investigate
and analyze the correlation between cognitive intelligence and the development of problemsolving skills in the context of EFL learning. To achieve this aim, a descriptive quantitative
research design was used, including the administration of a questionnaire to first-year Master’s
students, with 48 students taken from 160 students, at the Department of English, University 8
Mai 1945, Guelma. As a result, the compiled data confirm the research hypothesis, which
implies that EFL learners are aware of the usefulness of cognitive processes to develop their
problem-solving skills. The findings reveal that students use cognitive strategies during their
learning process, which they find beneficial in enhancing their problem-solving skills, and they
allow them to become more autonomous learners.
