Explicit Learning Triggers Sensory Motor Competence: An Experimental Study Of Pakistani Esl Learners
Keywords:
explicit learning, ESL, formal instruction, tenses, errorAbstract
This study is an attempt to investigate the cognitive impact of explicit learning in Pakistani ESL classrooms. For conducting this study, the participants have been recruited from government institutions of Punjab’s remote area and they were total 200 students of grade 10th and divided into two groups (N=100) and control (N=100) learning situations. Those in the experimental group were given a treatment in the classroom scenario and they were explicitly taught English as the second/foreign language. The experiments are categorized into two parts: (a) pre-test and post-test to externalize the sensory motor system of competence and its improvement triggering with explicit learning. Firstly, the participants were evaluated with pre-tests: writing is comprehension and verbal test is verbal fluency test. After evaluating, they are provided input of second language till three weeks. After providing input of second language, they were assessed in the same procedure, and now they got an improvement in both the productive cognitive skills: verbal and non-verbal (written). For data analysis, Python 3.11.1 version was used to get the statistical data processing. The pre-test results predict that the ratio of sensory motor system was mean=9.4 and 9.7 of the two groups with std=2.2 and 2.3 but fortunately, the post-test results reveal that the mean ratio of two groups is 11.4 and 14.8 with std=1.3 and 1.7. On the basis of these results, the study implicates that learners’ efficiency in productive skills: (verbal and non-verbal) is mandatory but it may be improved if sensory motor system work efficiently, for sensory motor efficiency, the ESL practitioners should adopt explicit learning.
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