PEDAGOGICAL TECHNIQUES FOR INCREASING COGNITIVE ACTIVATION IN EFL CLASSROOMS
DOI:
https://doi.org/10.5281/zenodo.17626767Keywords:
cognitive activation, young learners, EFL classrooms, pedagogical techniques, multimodal learning, primary educationAbstract
This study examines effective pedagogical techniques aimed at increasing cognitive activation in young learners within English as a Foreign Language (EFL) classrooms. Cognitive activation is understood as the complex interplay of attention, perception, memory, and higher-order thinking processes that facilitate active language learning. The research synthesizes theoretical foundations from cognitive psychology and applied linguistics, and identifies the most efficient instructional strategies – such as multimodal input, interactive tasks, kinesthetic activities, problem-based learning, and scaffolded instruction – that support cognitive engagement in early language acquisition. Findings indicate that young learners demonstrate significantly higher motivation, improved retention, and enhanced linguistic performance when exposed to cognitively stimulating pedagogical environments. The study offers methodological recommendations for optimizing cognitive activation in primary-level EFL classrooms.
References
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Bruner, J. (1966). Toward a theory of instruction. Harvard University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman.
James, W. (1950). The principles of psychology (Vol. 1–2). Dover. (Original work published 1890)
Qurbonova, N. (2020). Multimodal ta’limning boshlang‘ich sinf o‘quvchilariga ta’siri. Ta’lim va innovatsiya, 2(4), 55–63.
Qodirova, M. (2021). Boshlang‘ich sinflarda chet tili o‘qitishning multimodal yondashuvlari. Til va ta’lim, 5(3), 112–120.
Damirovna, E. S., Oktamovna, E. F., Khumoyun, E., & Yulduz, E. (2023). Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education, 2(3), 23–25.
Egamberdiyeva, F. (2025). Когнитивные стили обучающихся как ключевой нейропсихологический компонент. Maktabgacha va Maktab Ta’limi Jurnali, 3(10).
TPR – Asher, J. (1977). Learning another language through actions. Sky Oaks Productions.
Эгамбердиева Ф. Когнитивные стили обучающихся как ключевой нейропсихологический компонент //MAKTABGACHA VA MAKTAB TA’LIMI JURNALI. – 2025. – Т. 3. – №. 10.
Эгамбердиева Ф. НЕЙРОПЕДАГОГИКА КАК НАУКА: КОНЦЕПЦИИ, ЗАДАЧИ И ПЕРСПЕКТИВЫ //Oriental renaissance: Innovative, educational, natural and social sciences. – 2025. – Т. 5. – №. 20. – С. 171-176.
Egamberdieva S. NEUROLINGUISTIC AND PSYCHOLINGUISTIC PERSPECTIVES ON SECOND LANGUAGE ACQUISITION //Oriental renaissance: Innovative, educational, natural and social sciences. – 2025. – Т. 5. – №. 20. – С. 451-456.
