Harnessing educational psychology to enhance ESL students’ LSRW proficiency through literature: A quantitative study

Abstract

The present study aimed to ascertain the challenges encountered by English language learners in the domains of writing, reading, speaking, and listening. Through the utilization of the pre-test, students have the opportunity to engage in sentence construction as well as enhance their reading and listening skills by engaging with assigned literary materials. Additionally, they may refine their ability to effectively communicate in English with their classmates. The researcher disseminated the self-generated post-test questions. The investigation employed a quantitative methodology. This survey was done using a sample of 40 undergraduate students who are currently studying English as a second language and are affiliated with the Viscom and Catering programs. The study adopts educational psychology for teaching, testing, and assessing. The results suggest that English speaking is the most challenging of the three skills. Students are demonstrating significant improvement in their writing, reading, and listening skills when comparing their pre-test and post-test results. The speaking proficiency of the ESL students did not show substantial improvement as a result of insufficient opportunities for practice. In addition, instructors are recommended to employ a diverse range of effective teaching practices to enhance students’ proficiency in the four language skill domains.