<![CDATA[Qur’anic memorization (tahfidz) has been extensively discussed in relation to memory, attention, and other cognitive capacities, while second language acquisition research has studied parallel processes through learning constructs such as working memory, motivation, and self-regulated learning. Nevertheless, these two research bodies infrequently examine through a lens how tahfidz practices experienced by huffaz (person who practices tahfidz) work comparably in the English learning practice. This research, therefore, explores how huffaz experience and interpret their English learning in relation to their tahfidz practices, with particular concern for cognitive and behavioral patterns that associate the two learning contexts. This qualitative research uses narrative inquiry as the approach. Data were collected through semi-structured interviews with six huffaz and analyzed thematically. The narratives indicate four noticeable features of English learning: structured learning behaviors, intrinsic motivation, supportive learning environments, and independence and discipline. Participants also articulated similarities between tahfidz and English learning in terms of repetition, auditory attention, effort, and systematic processing. These patterns are interpreted through the concept of cognitive habitus as a way of understanding how participants perceive enduring learning dispositions developed through their long-term tahfidz experiences. Rather than demonstrating direct neurocognitive effects, the findings propose an interpretive account of how participants comprehend the transfer of learning dispositions from tahfidz to English learning. Ultimately, the research contributes to English learning by intersecting religious learning traditions and cognitive habitus into the dialogue. Further research with cognitive, neurophysiological, or longitudinal methods is necessary to scrutinize whether the connections identified in these narratives can be empirically validated.]]>
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