Investigating the Effect of Applying Brain-based Learning Principles on the Learning and Retention of Vocabulary by EFL Learners

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Meshkinmehr Alireza; Pourmohammad Mehdi; NUSHI MUSA; TALKHABI MAHMOUD

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Journal: CRITICAL LANGUAGE & LITERARY STUDIES Year:2019 | Volume:16 | Issue:22 Page(s): 239-269

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Title

Investigating the Effect of Applying Brain-based Learning Principles on the Learning and Retention of Vocabulary by EFL Learners

Author(s)

Meshkinmehr Alireza | Pourmohammad Mehdi | NUSHI MUSA | TALKHABI MAHMOUD | Issue Writer Certificate

Keywords

brain-based principlesQ1

instructionQ2

vocabularyQ3

learningQ2

)retentionQ1

English as a Foreign language (EFLQ2

Abstract

Introduction: Cognitive education is an approach to education based on the findings of cognitive science (mind and brain research); it is focused on the learning, development, and application of cognitive trends in order to achieve desirable learning (Telekabi and Nouri 2012). Sternberg (2013) states that cognitive education is a form of education that seeks to improve cognitive (mental) skills of the learners in order to empower them and lead them towards a constructive and satisfying way of life. One of the main assumptions of this approach is that the brain is basically involved in everything that educators and learners do during the educational process (Jensen 2008). Therefore, if we know the brain structure and its learning mechanism, we can then expect that the methods which are based on this knowledge would produce better learning outcomes in educational contexts. Despite the increasing number of studies in the field of brainbased learning and education in our country, Iran, research in this area is still insufficient. Background Studies: The approach in most studies examining the effect of applying brain-based learning principles in education has in general been to implement them in designing instructional content and environment. Research has also indicated that the individual or collective application of these principles is expected to lead to tangible results in learning a second language (e. g., Lago & Seepho, 2012; Newton, 2010; Pica, 2008). Despite advances in the field of second language teaching, vocabulary learning is still approached by learners as a task which entails reading bilingual vocabulary lists and repeating them as many times as needed to learn the words (Oxford & Crookal, 1990). Reviewing the existent literature and realizing that previous research on the effect of applying brain-based learning principles to teach language skills has produced positive results (Tü fekç i & Demirel., 2009; Haghighi, 2013), the researchers decided to build on that assumption and conduct this study by applying some of the brain-based learning principles to teaching vocabulary to EFL learners. Methodology and Argument: The purpose of this study was, therefore, to investigate the effect of two of those principles, namely the application of different sensory inputs to a learner during the learning process and the brain is social, on the learning and retention of vocabulary of 60 of EFL learners at an English language institute. The effect of the combined application of these two principles was also investigated in this study. This experiment employed a pre-test, post-test design using a control group and three experimental groups. Two post-tests, immediate and delayed, were administered to measure the effect of the brain-based instruction. In order to verify the results, all the steps were repeated three times but due to lack of space, the results of one of the trials have been reported in this study. Discussion: The results indicated better performance by learners in all the three experimental conditions when they (i. e. the results) were compared with those obtained in the control condition. However, no significant difference was reported among the three experimental conditions. Moreover, there was no significant difference in the results of the immediate post-tests of the four groups, meaning that the traditional and experimental methods produced similar learning immediately after The results obtained from this study are in line with those. the treatment of previous research that show the application of the brain-compatible activities positively impacted the learning and recalling of the vocabulary in English as a second language (Haghighi 2013, Lago and Seepho 2012). It is suggested that the addition of other principles from the brain-based learning principles may help second language teachers design richer and more engaging activities, which can, in turn, lead to better learning outcomes. Furthermore, researchers can investigate considering other factors not were included in this study (e. g. intelligence and particularly linguistic intelligence, gender, different learning styles, teacher’ s role, and learner motivation). Each of these factors can and contribute to or hinder EFL learners’ achievement on vocabulary tests.

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APA: Copy

Meshkinmehr, Alireza, Pourmohammad, Mehdi, NUSHI, MUSA, & TALKHABI, MAHMOUD. (2019). Investigating the Effect of Applying Brain-based Learning Principles on the Learning and Retention of Vocabulary by EFL Learners. CRITICAL LANGUAGE & LITERARY STUDIES, 16(22 ), 239-269. SID. https://sid.ir/paper/393515/en

Vancouver: Copy

Meshkinmehr Alireza, Pourmohammad Mehdi, NUSHI MUSA, TALKHABI MAHMOUD. Investigating the Effect of Applying Brain-based Learning Principles on the Learning and Retention of Vocabulary by EFL Learners. CRITICAL LANGUAGE & LITERARY STUDIES[Internet]. 2019;16(22 ):239-269. Available from: https://sid.ir/paper/393515/en

IEEE: Copy

Alireza Meshkinmehr, Mehdi Pourmohammad, MUSA NUSHI, and MAHMOUD TALKHABI, “Investigating the Effect of Applying Brain-based Learning Principles on the Learning and Retention of Vocabulary by EFL Learners,” CRITICAL LANGUAGE & LITERARY STUDIES, vol. 16, no. 22 , pp. 239–269, 2019, [Online]. Available: https://sid.ir/paper/393515/en

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