Leveraging Educational Psychology to Enhance LSRW Proficiency in ESL Learners Through Literature-Based Instruction: A Quantitative Study

Abstract

The current study evaluate to investigate the prevailing issues with reading, writing, speaking, and listening that people facing in learning English. In addition, the pre-test give an offer to students an chance to enhance their sentence construction and improve their reading and listening abilities through engagement with diverse literary. Fifty undergraduate students (21 pursuing Bachelor of Science and 29 pursuing Bachelor of Commerce) were enrolled in English studies at public colleges in Pakistan. The majorities of participants were aged 18 to 19 and reported that English was their second language. Despite claims of proficiency in specific language abilities, only a minuscule fraction of individuals excelled in all four—listening, speaking, reading, and writing (LSRW). This study primarily concentrated on instructional, evaluative, and evaluation methodologies, grounded in educational psychology principles. The findings indicate that speaking was the most challenging of the four language abilities. The students’ results demonstrated significant improvement in their writing, reading, and listening capability between the pre-test and post-test. Moreover, their speaking skills displayed minimal enhancement. It was observed that students are getting not enough chance to proactive their speaking skill. The findings reveals that the significance of employing diverse and effective pedagogical methods to enhance students' competencies and understanding across all four language domains.