Reinforcement of learners Perception with Cognitive Interactive Pedagogy – An Empirical Study

In the realm of second language acquisition (SLA), various factors significantly influence learners' perceptions of interactive pedagogy when acquiring English as a second language (ESL). This paper aims to explore the role of motivation and personal background of the learners in shaping their perceptions towards interactive pedagogy in ESL learning, with a specific focus on the Indian context via an empirical study on 200 university level students. The study reflects the comparative analysis of all the independent variables (Native language, Native state, Gender, Cultural background and age) on dependent variables (Interactive pedagogy and learner perception) by offering description on their impact on the dependent variable which is observed as Insignificant except one variable which shows significant inverse relationship i.e. de- motivation. The instrument reflects motivation variable as a prime cause for learning English as second language and underlies the perception of the student toward Interactive Pedagogy as tool to enhance their Language skills within and outside the language classroom. Through Wald Chi-square test the relationships has been analyzed and calculated. By examining the factors, we can better understand the diverse needs of ESL Learners and design effective Pedagogical approaches in further upcoming researchers.