English–Indonesian Bilinguals’ Experiences of Cognitive Fatigue: A Phenomenological Study in International Undergraduate Programs

Abstract

This study explores cognitive fatigue among English–Indonesian bilingual students in international undergraduate programs. Adopting an interpretative phenomenological approach, data were gathered through semi-structured interviews and reflective journals to understand students’ lived experiences. The findings reveal four key themes: (a) the mental exhaustion resulting from frequent academic language-switching; (b) the perceived impact of cognitive fatigue on academic performance and motivation; (c) identity-related emotional tension as students navigate between linguistic and cultural affiliations; and (d) the expressed need for more linguistically inclusive support in academic environments. These themes highlight a dual burden described by the participants, where they simultaneously managed cognitive strain while negotiating personal and social identity in multilingual academic settings. The study underscores the relevance of responsive pedagogical practices and institutional awareness in supporting student well-being, and more equitable learning experiences in bilingual academic contexts.