The Impact of Using Brain –Based Learning Theory to Develop Iraqi EFL Students` in Vocabulary Acquisition at Secondary School
DOI:
https://doi.org/10.23813/FA/29/1/19Keywords:
brain—based learning theory, vocabulary acquisitionAbstract
The purpose of this study is to determine how brain-based learning theory might help Iraqi EFL students improve their vocabulary acquisition in secondary education. In order to fulfill the current study's objective, the following hypothesis has been proposed: On the vocabulary acquisition post-test, there are no statistically significant differences (á≤0.05) between the mean scores of the experimental group, which receives instruction based on the brain-based learning theory, and the control group, which receives instruction in accordance with traditional methods. The present study is limited to “the 4th secondary school female students in Al-aadnanyia secondary school for girls in Baaquba City”, for the academic year 2023-2024. The sample of the study was (84) female students, 43 students as the experimental group and 41 as the control group. Then, using statistical manipulation of a variety of variables, including age, parents' educational attainment, English accomplishment scores from the prior year, and pretest achievement scores, it is ensured that the two groups are equivalent. The validity of the pre- and post-tests was determined by exposing them to jury members who are experts in linguistics and EFL. The Kuder Richardson-20 Formula (0.86) has been used to ensure the test's dependability. The results of the test's statistical analysis show that the experimental group performed better on the post-test and that there are statistically significant differences between the two groups' mean scores.
The researcher has come to the conclusion that applying the brain-based learning theory has inspired students, piqued their curiosity, and enhanced their involvement in vocabulary acquisition activities. Students now feel more self-assured, independent, and driven, which reflects in their capacity to perform better. According to the study, teachers should use the brain-based learning theory to teach English in a low-stress, relaxing setting.
References
References
Al-Bazzaz, A. H. (2005). "Investigating the Impact of Vocabulary Instruction on Developing Reading Comprehension". Unpublished M. A. Thesis, University of Tikrit.
AL-khazaly, Husam , (2013), “the application of certain techniques for promote Iraqi EFL students’ vocabulary storage and long-term retention”. Unpublished M.A. Thesis, Al-Mustansiriya University.
Basu, R. (2004). Implementing Quality: A Practical Guide to Tools and Techniques. New York: Cengage Learning.
Bender, M. (2013). Academic Vocabulary and Reading Comprehension. New York: Cengage Learning.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New-York: Longman.
Caine, G., & Caine, R. N. (1999). Making connections: Teaching and the human brain. Alexandria, Virginia, Association for Supervision and Curriculum Development.
Caine, G., & Caine, R. N. (2000). The learning community as a foundation for developing teacher leaders. NASSP Bulletin, 84, (616), 27-34.
Caine, G., & Caine, R. N. (2002). Making connections: Teaching and the human brain. Menlo Park, CA: Addison-Wesley.
Cooper, J. D. and Kiger, N. D. (2009). Literacy: Helping Students Construct Meaning (7th ed.). Boston: Houghton Miflin Company.
Duman, B. (2010). The effects of brain-based learning on the Academic Achievement of students with different learning styles. Eric Journal of Education Sciences, 10 (4), 2077-2103.
Eder, K. (2006). Vocabulary Learning Strategies. Berlin: Grin Verlag Publishing.
Gatti, W. J. (2004). ꞌꞌThe Effect of Developing Iraqi Learners’ EFL Vocabulary Repertoire Through Semantic Relations on Their Reading Comprehension Abilityꞌꞌ.Unpublished M.A. Thesis, Al-Mustansiriya University.
Hans, V. (2018, May 21). Study of the day: mild dehydration alters mood, makes thinking hard. The Atlantic. Retrieved on 20/07/2019 from https://www.theatlantic. com/health/archive/2012/02/...dehydrati.../ 253320/
Immordino-Yang, M. (2011). Implications of affective and social neuroscience for educational theory. Educational Philosophy and Theory, 43 (1), 98-103.
Jancke, L. (2018). Every individual has a unique brain anatomy, study reveals. Retrieved on 20/07/2019 from https://neurosciencenews.com/uniquebrain-anatomy-9541
Kinach, B. M. (2010). A review of “how the brain learns Mathematics. The Journal of Educational Research, 103:5, 368-369.
Krysik, J. L. and Finn, J. (2013). Research for Effective Social Work Practice (3rd ed.). New York: Routledge Publishing.
Lado, R. (1961). Language testing: The construction and use of foreign language tests: A teacher’s book. Bristol, Inglaterra: Longmans, Green and Company.
Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (2nd ed.). New York, NY: Houghton Mifflin Company.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (Vol. 2035, pp. 199-227). Cambridge, England: Cambridge University Press.
Stevens, J. & Goldberg, D. (2001). For the learners’ sake. Tucson, Zephyr Press.
Thomas, B. M. & Swamy, S. S. (2014). Brain-based teaching approach–A new paradigm of teaching. International Journal of Education and Psychological Research. 3 (2), 62-65.
Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Longman.
Ur, P. (1996). A Course in Language Teaching. Cambridge: CUP
Wilson, L. O. (2018, October 2). The Brain-based education - An overview- The second principle. Retrieved on 20/07/2019 www.thesecondprinciple.com/optimallearning /brainbasededucation-anoverview.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
This work is licensed under a Creative Commons Attribution 4.0 International License.
