Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning

Mohammed Bouknify; Meryem Mrani

doi:10.5281/zenodo.18052906

Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning

Abstract

This conceptual paper revisits Krashen’s acquisition–learning distinction and comprehensible input hypothesis within a lifelong, skills-oriented framework of language education. While Krashen’s model has strongly influenced classroom-based second language acquisition (SLA), its relevance to continuous language development beyond formal instruction remains underexamined. Drawing on research in SLA, lifelong learning, and digital education, the paper reconceptualizes acquisition as an enduring, implicit capacity enabling flexible language use across contexts, and learning as explicit scaffolding that supports accuracy and metacognitive awareness. Comprehensible input is reframed as a key driver of sustained language growth in multimodal, professional, and digitally mediated environments, facilitating the transfer of linguistic and cognitive skills across domains. The paper proposes a recursive model of lifelong language development—exposure, acquisition, transfer, and ongoing development—and discusses its implications for SLA theory, pedagogy, and language education policy. This reconceptualization extends Krashen’s framework to align with contemporary priorities in skills-based and lifelong learning.

Keywords

References

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Details

Primary Language

English

Subjects

Applied and Developmental Psychology (Other)

Journal Section

Research Article

Authors

Mohammed Bouknify ^*
Morocco

Meryem Mrani This is me
Morocco

Publication Date

December 26, 2025

Submission Date

August 18, 2025

Acceptance Date

December 24, 2025

Published in Issue

Year 2025 Volume: 6 Number: 4

DOI

https://doi.org/10.5281/zenodo.18052906

IZ

https://izlik.org/JA28JG32WB

Cite

RIS / Bibtex

APA

Bouknify, M., & Mrani, M. (2025). Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning. Psychology Research on Education and Social Sciences, 6(4), 211-219. https://doi.org/10.5281/zenodo.18052906

AMA

1.Bouknify M, Mrani M. Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning. PRESS. 2025;6(4):211-219. doi:10.5281/zenodo.18052906

Chicago

Bouknify, Mohammed, and Meryem Mrani. 2025. “Reconceptualizing Krashen’s Comprehensible Input Hypothesis for Lifelong and Skills-Oriented Language Learning”. Psychology Research on Education and Social Sciences 6 (4): 211-19. https://doi.org/10.5281/zenodo.18052906.

EndNote

Bouknify M, Mrani M (December 1, 2025) Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning. Psychology Research on Education and Social Sciences 6 4 211–219.

IEEE

[1]M. Bouknify and M. Mrani, “Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning”, PRESS, vol. 6, no. 4, pp. 211–219, Dec. 2025, doi: 10.5281/zenodo.18052906.

ISNAD

Bouknify, Mohammed - Mrani, Meryem. “Reconceptualizing Krashen’s Comprehensible Input Hypothesis for Lifelong and Skills-Oriented Language Learning”. Psychology Research on Education and Social Sciences 6/4 (December 1, 2025): 211-219. https://doi.org/10.5281/zenodo.18052906.

JAMA

1.Bouknify M, Mrani M. Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning. PRESS. 2025;6:211–219.

MLA

Bouknify, Mohammed, and Meryem Mrani. “Reconceptualizing Krashen’s Comprehensible Input Hypothesis for Lifelong and Skills-Oriented Language Learning”. Psychology Research on Education and Social Sciences, vol. 6, no. 4, Dec. 2025, pp. 211-9, doi:10.5281/zenodo.18052906.

Vancouver

1.Mohammed Bouknify, Meryem Mrani. Reconceptualizing Krashen’s comprehensible input hypothesis for lifelong and skills-oriented language learning. PRESS. 2025 Dec. 1;6(4):211-9. doi:10.5281/zenodo.18052906