Enhancing Listening Comprehension in ESL Learners through Mental Modelling: A Cognitive Approach

V. Jeyasakthi V; Smrutisikta Mishra Mishra

doi:10.66121/w8mzfv91

Authors

Jeyasakthi V English Teacher, Department of School Education, Pondicherry, India. https://orcid.org/0000-0002-1919-1279
Smrutisikta Mishra Professor, Department of Humanities and Social Sciences, National Institute of Technology, Puducherry, India.

DOI:

https://doi.org/10.66121/w8mzfv91

Keywords:

Mental modelling, ESL learners, Listening comprehension, Educational psychology, Cognitive engagement, NEP 2020, Assessment strategies

Abstract

This research explores the potential of mental modelling as a cognitive and pedagogical strategy to enhance listening skills and comprehension among English as a Second Language (ESL) learners, particularly those from socio-economically disadvantaged groups (SEDGs) in Karaikal and Puducherry. Drawing on foundational theories from educational psychology and cognitive science, this study adopts a mixed-methods approach to compare student outcomes between students who use visual/diagrammatic mental modelling and those who rely on verbal or written responses. The findings reveal that learners employing mental modelling techniques demonstrate significantly improved cognitive engagement, creativity, empathy, and conceptual retention. These insights reinforce the utility of mental models as both instructional scaffolds and assessment mechanisms, especially in under-resourced ESL learning contexts. This work aligns closely with the vision of India’s National Education Policy (NEP) 2020 to foster experiential and holistic learning practices. The results indicate that mental modelling can be an alternative formative assessment method to listening comprehension in ESL classrooms. This approach encourages active meaning-making and also allows experiential learning in line with the vision of NEP 2020. It may be especially valuable in resource-limited classrooms where students find it difficult to express understanding in traditional written responses.

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Author Biographies

Jeyasakthi V, English Teacher, Department of School Education, Pondicherry, India.

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Smrutisikta Mishra, Professor, Department of Humanities and Social Sciences, National Institute of Technology, Puducherry, India.

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