Special Issue: Integrating Brain-Based Learning Activities into Online TESOL Courses: Exploring Different Learning Styles

محورهای موضوعی : Psycholinguistics Studies

Hossein Isaee ¹ , Hamed Barjesteh ² , Neda Fatehi Rad ³

1 - Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol,, Iran
2 - گروه آموزش زبان انگلیسی ، دانشگاه آزاد اسلامی،دانشگاه آیت الله آملی،آمل،مازندران،ایران
3 - Associate Professor, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

تاریخ دریافت : 1403/05/16 تاریخ پذیرش : 1403/07/15 تاریخ انتشار : 1403/05/07

کلید واژه: Academic Performance, Brain-Based Learning, Learning Styles, Neuroscience, Online Classes,

چکیده مقاله :

Brain-based learning (BBL) theory is based on utilizing research about how the brain functions and how teachers can apply this knowledge to assist second language (L2) learners in acquiring new languages quickly and effectively (Thurber, 1980). In essence, the study aimed to explore how Brain-based learning affects the academic performance of 34 BA university students taking an online course in Teaching English to Speakers of Other Languages (TESOL) course, considering different learning styles. The study follows a pretest-posttest experimental design, with participants selected conveniently from Islamic Azad University (Ayatollah Amoli Branch) and divided into 2 groups, namely experimental and control. Both groups were taught via the Vadana02 Platform. While the experimental group was exposed to brain-based activities, the control group used traditional-based activities. Data was gathered through Kolb’s Learning Style questionnaire educational achievement tests. The study's findings showed that the online brain-based activities used in the experimental group were more efficacious in improving students’ educational achievement compared to the traditional approach used in the control group. Additionally, the results indicated that there were no significant differences in the achievement levels among students with various learning styles in the experimental group. The researchers found that integrating BBL into online instruction significantly improves students' academic achievement. This demonstrates that brain-based learning activities enhance students' proficiency.

چکیده انگلیسی:

Brain-based learning (BBL) theory is based on utilizing research about how the brain functions and how teachers can apply this knowledge to assist second language (L2) learners in acquiring new languages quickly and effectively (Thurber, 1980). In essence, the study aimed to explore how Brain-based learning affects the academic performance of 34 BA university students taking an online course in Teaching English to Speakers of Other Languages (TESOL) course, considering different learning styles. The study follows a pretest-posttest experimental design, with participants selected conveniently from Islamic Azad University (Ayatollah Amoli Branch) and divided into 2 groups, namely experimental and control. Both groups were taught via the Vadana02 Platform. While the experimental group was exposed to brain-based activities, the control group used traditional-based activities. Data was gathered through Kolb’s Learning Style questionnaire educational achievement tests. The study's findings showed that the online brain-based activities used in the experimental group were more efficacious in improving students’ educational achievement compared to the traditional approach used in the control group. Additionally, the results indicated that there were no significant differences in the achievement levels among students with various learning styles in the experimental group. The researchers found that integrating BBL into online instruction significantly improves students' academic achievement. This demonstrates that brain-based learning activities enhance students' proficiency.

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