Why is English so hard to learn?
Have you ever felt that way?
Learning English, or any language for that matter, can often feel like an impossible task, particularly due to the grammar rules, vocabulary lists, and complex sentence structures we must master to be proficient. However, there is still hope. Including fun in the learning process can significantly improve both the experience and the outcomes. How can fun have such a profound impact on the learning process?
Fred Rogers, known for his gentle and compassionate approach to children's education, once said: "Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning. Play is really the work of childhood." How is that relevant to the learning process as adults? A busy lifestyle or high-pressure work environments influence how adults perceive fun. They might think of it as unproductive or a distraction from more important tasks. Hence, fun is often viewed as a break from learning rather than as a powerful tool to enhance it.
Rogers emphasizes that play is not merely a break from learning but a vital, serious, and integral part of it. Why, then, should enjoyment and learning be considered as two opposite paths in the journey of becoming proficient in a language?
Research consistently supports the idea that enjoyment in learning boosts motivation and retention. A study published in the Journal of Educational Psychology by Cambridge University found that using multimedia elements, such as videos, interactive modules, and animations, is more efficient in the learning process since students are able to receive information through multiple sensory channels. Using videos, songs, news articles, DIY clips, and podcasts in English exposes students to authentic language use and different accents and cultures.
This enhances listening skills and makes learning more relatable and enjoyable. Additionally, this approach allows educators to adapt to different learning styles as students are constantly interacting in a dynamic and engaging process. As a result, not only do students have a better long-term retention of information, but the innate anxiety and frustration associated with learning a new language also plummets considerably. Is that not the educator’s ultimate goal?
A critical aspect to consider is our students’ self-esteem and lack of confidence due to their past failed experiences in a classroom. By incorporating fun into learning, educators adopt the role of listeners, therapists, and even friends, which has a significant effect on building their confidence and developing the level of fluency that comes with it. A sense of community and shared experience is vital in a student’s learning journey as it breaks the classroom walls and prepares them for daily real-life interaction.
In conclusion, play is indeed serious learning. It’s a powerful booster that holds a hidden power, the ability to transform a mere class into an exciting journey of wonder, learning, and skill development without the need for frustration, anxiety, and the overwhelming feeling of: “Why is it so hard for me?” The key to this new world lies in your hands. Will you stay in the box or think outside of it? A world of excitement awaits you!
Bibliography Paas, F., & Sweller, J. (2021). Implications of cognitive load theory for multimedia learning. En The Cambridge Handbook of Multimedia Learning (pp. 73–81). Cambridge University Press.
