The Impact of Brain-Based Teaching on Iranian EFL Learners' Vocabulary Retention and Recall
The brain-based learning (BBL) approach refers to a learning method which attends to the structural and functional properties of the brain when involved in learning. The proponents of BBL approach in language teaching have proposed a set of strategies in line with neuroscientific findings regard...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-11-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3419_a2228b903bbcf66c9f5d411efc8ec364.pdf |
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| Summary: | The brain-based learning (BBL) approach refers to a learning method
which attends to the structural and functional properties of the brain when
involved in learning. The proponents of BBL approach in language
teaching have proposed a set of strategies in line with neuroscientific
findings regarding the qualities of optimal language learning. Numerous
studies have attested to effectiveness of these neuroeducational
techniques. The present study attempted to investigate the effect of brainbased vocabulary teaching activities on EFL learners’ vocabulary
retention and recall. The participants were 60 high school students in the
Iranian EFL context selected via convenience sampling. The
experimental group received 14 sessions of instruction in accordance with
the BBL strategies suggested by Caine and Caine (1994). The findings
revealed that the brain-compatible approach to teaching L2 vocabulary
improved learners’ vocabulary retention. However, the intervention
failed to have a significant effect on vocabulary recall. The divergent
finding regarding the recall and retention of vocabulary is attributed to
the intrinsic nature of productive vocabulary in developing in the long run
as a result of deep emotional and cognitive engagement. The data
collected with the perception questionnaire revealed that the majority of
the participants demonstrated positive attitudes toward BBL strategies.
Neuroeducational strategies facilitate vocabulary learning as a result of
involving learners in deep emotional and cognitive engagement.
Therefore, they should make up an integral aspect of foreign language
teacher education programs. It is suggested that the synergic effects of the
composure of BBL strategies for L2 teaching be investigated in relation
to individual differences. |
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| ISSN: | 2676-5357 |