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

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.