Elementary School Pupils' English Speaking and Listening Learning: A Non-Participatory Observation Study Based on Piaget's Cognitive Development Theory

Xiwen Huang; Jie Yang

doi:10.47297/wspiedWSP2516-250029.20250904

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Elementary School Pupils' English Speaking and Listening Learning: A Non-Participatory Observation Study Based on Piaget's Cognitive Development Theory

Volume 9, Issue 4

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Elementary School Pupils' English Speaking and Listening Learning: A Non-Participatory Observation Study Based on Piaget's Cognitive Development Theory
Elementary School Pupils' English Speaking and Listening Learning: A Non-Participatory Observation Study Based on Piaget's Cognitive Development Theory
1.University International College, Macau University of Macao, China
2.Asia-Europe Institute, University Malaya
Vol. 9, Issue 4, Pages: 141-147(2025)
Published：23 April 2025
DOI：10.47297/wspiedWSP2516-250029.20250904
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Huang Xiwen,Yang Jie.Elementary School Pupils' English Speaking and Listening Learning: A Non-Participatory Observation Study Based on Piaget's Cognitive Development Theory[J].Journal of International Education and Development,2025,09(04):141-147.
DOI：

Huang Xiwen,Yang Jie.Elementary School Pupils' English Speaking and Listening Learning: A Non-Participatory Observation Study Based on Piaget's Cognitive Development Theory[J].Journal of International Education and Development,2025,09(04):141-147. DOI： 10.47297/wspiedWSP2516-250029.20250904.

摘要

Abstract

This non-participatory observation study delves into the English speaking and listening learning behaviors of elementary school pupils

drawing upon Piaget's Cognitive Development Theory as the theoretical framework. Through systematic and unbiased observation in natural classroom settings

the research aims to uncover the nuances of how young learners engage with English language acquisition. The study meticulously documents the interactions between pupils and their linguistic environment

examining the influence of cognitive developmental stages on their speaking and listening skills. By analyzing the observed data

the research seeks to identify patterns and strategies that can enhance the teaching and learning of English in early education. The findings are expected to contribute valuable insights to educators and curriculum designers

offering evidence-based recommendations for fostering effective English language learning among elementary school pupils.

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Keywords

references

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