Brain-Based Teaching Principles for EFL Students: Exploring the Impacts on Reading Comprehension
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Zahra Rahmani
1
,
Ehsan Rassaei
2
,
Mohammad Bavali
3
1 - Department of Foreign Language, South Tehran Branch, IAU, Tehran, Iran
2 - Majan University College, Muscat, Oman
3 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
کلید واژه: brain-based learning strategies, cognitive strategies, metacognitive strategies, qualitative analysis, reading comprehension,
چکیده مقاله :
This study examined the impact of brain-based learning strategies (BBLS) on the reading comprehension of Iranian EFL learners and identified the challenges they encounter during BBL activities. A quasi-experimental design was employed with 66 participants divided equally into experimental and control groups. Pretest and posttest assessments were administered to measure reading comprehension. Quantitative analysis revealed a significant improvement in the posttest scores of the experimental group, suggesting the efficacy of BBLS in enhancing reading comprehension. Qualitative data from semi-structured interviews were analyzed using thematic analysis, uncovering positive perceptions of BBLS among learners. Participants highlighted the effectiveness of brainstorming, connecting ideas, and pair work in improving comprehension and engagement. These findings align with and extend existing research on cognitive and metacognitive strategies in EFL contexts, emphasizing the potential of BBLS to foster deeper understanding and retention of reading material. The study's implications for educators include the integration of BBLS in reading instruction to enhance learner engagement and comprehension. Future research should explore the long-term impacts of BBLS and its applicability across diverse educational settings and learner populations.
This study examined the impact of brain-based learning strategies (BBLS) on the reading comprehension of Iranian EFL learners and identified the challenges they encounter during BBL activities. A quasi-experimental design was employed with 66 participants divided equally into experimental and control groups. Pretest and posttest assessments were administered to measure reading comprehension. Quantitative analysis revealed a significant improvement in the posttest scores of the experimental group, suggesting the efficacy of BBLS in enhancing reading comprehension. Qualitative data from semi-structured interviews were analyzed using thematic analysis, uncovering positive perceptions of BBLS among learners. Participants highlighted the effectiveness of brainstorming, connecting ideas, and pair work in improving comprehension and engagement. These findings align with and extend existing research on cognitive and metacognitive strategies in EFL contexts, emphasizing the potential of BBLS to foster deeper understanding and retention of reading material. The study's implications for educators include the integration of BBLS in reading instruction to enhance learner engagement and comprehension. Future research should explore the long-term impacts of BBLS and its applicability across diverse educational settings and learner populations.
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