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Author(s): GuoQing Han, Zulfiqar Ali (Ph.D.), Syyed Ali Raza Kazmi, Hasan Raza Jafri.

Volume/Issue: Volume 8, Issue 2 (2025)

Page No: 86-103

Journal: British Journal of Education, Learning and Development Psychology (BJELDP)

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Abstract:

Despite the well-established nature of mainstream English teaching systems, they often struggle to meet the evolving demands of contemporary education, particularly in fostering long-term retention and learner engagement. This study critiques the theoretical constraints of traditional pedagogical models and proposes a transformative framework designed to enhance both instructional effectiveness and student involvement. By identifying the core inefficiencies of conventional approaches primarily their reliance on rigid pre-set structures this paper introduces an innovative strategy: “conducting positive repetition by maximizing capacity.” This approach integrates repetition with cognitive capacity to ensure the prolonged activation of memorized materials, thereby strengthening language retention. Effective implementation hinges on fostering an interactive classroom environment, where spoken communication plays a central role in reinforcing phonological-semantic associations. The findings offer valuable insights for revitalizing English language instruction, promoting deeper learning, and advancing more sustainable and engaging language acquisition practices.

Keywords:

English teaching; memory methods; capacity and repetition; preset; randomness.

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