MITIGATING AFFECTIVE AND COGNITIVE OBSTACLES IN VERBAL ARTISTRY: A HUMAN-CENTRIC MULTIMODAL INTERVENTION STUDY TARGETING PROFICIENCY AUGMENTATION IN ENGLISH LINGUISTIC EXPRESSION

Authors

  • Kathiravan Ravichandran1, B. Anita Virgin2*, V. Samuel Morris3, P. Mathan Kumar4, L. Guganathan5

Keywords:

Affective Factors, Cognitive Barriers, English Speaking Skills, Language Acquisition, Multimodal Intervention.

Abstract

This experimental study explores the complex landscape of English-speaking skill development, emphasizing the intricate interplay between affective and cognitive factors. It examines barriers hindering students from achieving effective verbal communication and introduces innovative pedagogical approaches rooted in language acquisition theories. Affective factors, including motivation, shyness, self-assurance, and self-esteem, are addressed alongside cognitive challenges such as grammar limitations, vocabulary deficits, pronunciation issues, and limited subject knowledge. Employing a multimodal intervention strategy and leveraging real-life experiences, student involvement, confidence-building techniques, and precision in grammar and vocabulary, the study aims to transform language learning. Focusing on a specific demographic of 30 participants, the research assesses the impact of these factors on English speaking proficiency in a foreign language context. Through rigorous pre-test and post-test analysis, complemented by meticulous data collection, this study offers a comprehensive blueprint for overcoming barriers through proficient English-speaking skills. It presents a human-centric, holistic approach that guides students towards eloquent and confident verbal artistry, contributing to a transformative shift in language education.

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Published

2024-04-30

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Articles