EFL Teachers’ Perspectives on Integration of the Brainling Model into Grammar Teaching: Opportunities and Challenges
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Mohadese Karimi
1
,
Neda Fatehi Rad
2
,
Valeh Jalali
3
1 - Ph.D. Candidate, Department of English Language, Ke. C., Islamic Azad University, Kerman, Iran
2 - Associate Professor, Department of English Language, Ke. C., Islamic Azad University, Kerman, Iran
3 - Assistant Professor, Department of English Language, Ke. C., Islamic Azad University, Kerman, Iran
کلید واژه: Brainling Model, Grammar Teaching, EFL Teachers,
چکیده مقاله :
This study examined English as a Foreign Language (EFL) teachers’ perception of using the Brainling Model to teach grammar. While traditional methods are likely to emphasize memorization and rules, they have been criticized for fostering low motivation and poor retention. Based on principles of brain-based learning, the Brainling Model supports emotional involvement, multisensory activities, and pattern recognition in order to learn languages. Using a qualitative descriptive design, semi-structured interviews were conducted with 12 EFL teachers in Tehran. The analysis revealed the following opportunity-related themes: increased student engagement, improved retention of grammar, multisensory learning benefits, and a more positive classroom environment. Teachers also reported major challenges: lack of institutional support, insufficient training, time constraints, and students’ initial resistance. The findings indicate that, although the Brainling Model may improve grammar instruction, its effectiveness depends on systemic support and teacher training. The research contributes to brain-based pedagogy by highlighting teachers’ voices and offers implications for teacher education and curriculum design.
This study examined English as a Foreign Language (EFL) teachers’ perception of using the Brainling Model to teach grammar. While traditional methods are likely to emphasize memorization and rules, they have been criticized for fostering low motivation and poor retention. Based on principles of brain-based learning, the Brainling Model supports emotional involvement, multisensory activities, and pattern recognition in order to learn languages. Using a qualitative descriptive design, semi-structured interviews were conducted with 12 EFL teachers in Tehran. The analysis revealed the following opportunity-related themes: increased student engagement, improved retention of grammar, multisensory learning benefits, and a more positive classroom environment. Teachers also reported major challenges: lack of institutional support, insufficient training, time constraints, and students’ initial resistance. The findings indicate that, although the Brainling Model may improve grammar instruction, its effectiveness depends on systemic support and teacher training. The research contributes to brain-based pedagogy by highlighting teachers’ voices and offers implications for teacher education and curriculum design.
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