Psychological insights into language acquisition: Effects on speaking performance

Abstract

This study looks into how well form-focused instruction coupled with listening-based teaching strategies might improve English as a Second Language (ESL) students’ speaking abilities. The relationship between vocabulary proficiency, attentive listening abilities, and active participation in speaking tasks among ESL learners is the main emphasis of the study. Data from the pre- and post-test outcomes of 72 ESL students were analysed quantitatively using statistical techniques. Pre-test results showed a variety of skill levels from basic to intermediate and maybe higher, with participants categorized into “Beginning,” “Developing,” and “Bridging” groups. The effectiveness of the interventions was demonstrated by the post-test findings, which showed that speaking abilities at all competence levels increased with the use of instructional techniques and speaking practice procedures. The study emphasizes the importance of cognitive and affective components in language acquisition from a psychological standpoint. While form-focused education aids in the internalization of vocabulary and grammatical structures, listening-based teaching strategies activate students’ auditory processing talents, which are essential for language learning. These techniques probably lessen cognitive overload and improve recall because they encourage active listening and involvement. A positive attitude toward language acquisition and increased self-efficacy can also be fostered and anxiety reduced in pupils by the organized and encouraging learning environment. The study highlights how important it is to implement effective teaching strategies that blend form-focused education with content-rich, literature-based instruction to enhance ESL students’ speaking ability. The findings provide useful data that aids in curriculum designers and language instructors in modifying their pedagogical approaches in accordance with students’ proficiency levels, leading to more targeted and efficient language learning experiences. Subsequent research endeavours may explore the enduring consequences on the enhancement of linguistic proficiency and delve more profoundly into specific domains of teaching methodologies. All things considered, this study contributes to the ongoing discussion in language instruction and offers practical guidance to ESL instructors worldwide.