the effectiveness of cognitive-behavioral therapy training on the verbal intelligence of students participating in english language learning classes

Purpose: the purpose of this study was to evaluate the effectiveness of cognitive-behavioral therapy (cbt) training on the verbal intelligence of students participating in english language learning classes. methodology: the study utilized a quasi-experimental design with a pre-test and post-test control group. three schools were randomly selected from all public secondary schools in district 2 of shiraz city, and two first-grade classes were chosen from each school. a total of 30 students with the lowest pre-test scores on the verbal intelligence instrument were selected and randomly assigned to either the experimental group (n=15), which received cbt training, or the control group (n=15), which did not receive any training. the cbt training consisted of 12 sessions over six weeks. the verbal intelligence questionnaire, with 25 questions across four sub-variables, was used to measure outcomes. data were analyzed using multivariate covariance analysis and independent t-tests. findings: the results showed no significant differences between the experimental and control groups in the pre-test. however, post-test scores revealed that the experimental group had significantly higher scores across all verbal intelligence variables and sub-variables compared to the control group. the multivariate covariance analysis confirmed the assumptions of normality, homogeneity of variance-covariance matrix, correlation between dependent variables, and homogeneity of regression slopes. the effect size was 0.33, indicating that cbt training explained 33% of the variance in verbal intelligence post-test scores. conclusion: the study concluded that cognitive-behavioral therapy training significantly enhances verbal intelligence in students participating in english language learning classes.