BRAIN-BASED LEARNING IN ENGLISH LANGUAGE TEACHING: PRINCIPLES, IMPLEMENTATION, AND CHALLENGES

Daniel Ginting, Novalita Fransisca Tungka

Abstract


Brain-Based Learning (BBL) aligns teaching strategies with cognitive and neuroscientific principles to optimize learning outcomes. This study explores the application of BBL in English Language Teaching (ELT), emphasizing its effectiveness in enhancing engagement, comprehension, and retention. BBL incorporates twelve key principles: parallel processing, emotional engagement, experiential learning, pattern recognition, and real-world application. These principles support active learning by leveraging multisensory experiences, social interaction, and an enriched classroom environment. The study also examines Eric Jensen’s three-phase teaching model, which consists of preparation, active learning, and reinforcement, demonstrating how these stages align with cognitive science. While BBL presents advantages such as improved motivation and more profound understanding, challenges include the need for teacher training, resource availability, and alignment with assessment methods. The findings highlight the potential of BBL to transform ELT by creating more effective and engaging learning environments. Future research should explore innovative ways to integrate BBL with emerging educational technologies to enhance its application in diverse classroom settings.

Keywords: Brain-based learning; engagement; ELT


Full Text:

PDF

References


Akcay, B., Adiguzel, S., Tiryaki, A., & Yavuz, R. (2023). The effect of brain-based learning on students’ metacognitive Awareness. International Journal on Social and Education Sciences, 5(3), 676–699. https://doi.org/10.46328/ijonses.608

Aulina, C. N., Masitoh, S., & Arianto, F. (2024). Whole Brain Teaching and Multi-Sensory Environments on Cognitive Science Development: Moderated by Children’s Learning Preferences. IJORER : International Journal of Recent Educational Research, 5(4), 963–977. https://doi.org/10.46245/ijorer.v5i4.624

Caine, G., & Caine, R. N. (2006). Meaningful learning and the executive functions of the brain. New Directions for Adult and Continuing Education, 2006(110), 53–61. https://doi.org/10.1002/ace.219

Dwiputra, D., Azzahra, W., & Heryanto, F. (2023). A Systematic Literature Review on Enhancing the Success of Independent Curriculum through Brain-Based Learning Innovation Implementation. Indonesian Journal on Learning and Advanced Education (IJOLAE), 5, 262–276. https://doi.org/10.23917/ijolae.v5i3.22318

Elmer, S., Dittinger, E., Brocchetto, J., François, C., Besson, M., Jäncke, L., & Rodriguez-Fornells, A. (2021). Phonetic Skills and Verbal Memory Capacity Predict Phonetic-based Word Learning: An Event-related Potential Study. Journal of Cognitive Neuroscience, 33, 2093–2108. https://doi.org/10.1162/jocn_a_01745

Esplendori, G. F., Kobayashi, R. M., & Püschel, V. A. de A. (2022). Multisensory integration approach, cognitive domains, meaningful learning: reflections for undergraduate nursing education. Revista Da Escola de Enfermagem Da USP, 56. https://doi.org/10.1590/1980-220x-reeusp-2021-0381

Fathelbab, M. H., Mohamed, H., & AbdElwahed, E. (2024). Effectiveness of Using Brain Based Learning in Developing English Oral Communication Skills of Visual Disability Students. BSU-Journal of Pedagogy and Curriculum, 3(6), 291–314. https://doi.org/10.21608/bsujpc.2025.298937.1049

Gola, G., Angioletti, L., Cassioli, F., & Balconi, M. (2022). The Teaching Brain: Beyond the Science of Teaching and Educational Neuroscience. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.823832

Gotlieb, R., Yang, X.-F., & Immordino-Yang, M. (2021). Measuring Learning in the Blink of an Eye: Adolescents’ Neurophysiological Reactions Predict Long-Term Memory for Stories. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.594668

Immordino?Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019).

Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204. https://doi.org/10.1080/00461520.2019.1633924

Jensen, E., & McConchie, L. (2020). Brain-based learning (3rd ed.). Corwin Press, Inc.

?ahin, ?., Ökmen, B., & K?l?ç, A. (2023). The effectiveness of the brain-based learning style cycle. Excellence in Education Journal, 12(1), 82–122. https://files.eric.ed.gov/fulltext/EJ1366829.pdf

Sousa, D. A. (2017). How the brain learns (5th ed.). Corwin Press, Inc.

Sousa, D. A. (2024). Engaging the Rewired Brain (2nd ed.). Corwin Press, Inc.

Sun, X., Yao, F., & Ding, C. (2024). Modeling high-order relationships: Brain-inspired hypergraph-induced multimodal-multitask framework for semantic comprehension. IEEE Transactions on Neural Networks and Learning Systems, 35(9), 12142–12156. https://doi.org/10.1109/TNNLS.2023.3252359

Teng, M. F. (2023). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching, 17(3), 738–754. https://doi.org/10.1080/17501229.2022.2131791

Tokuhama-Espinosa, T., & Nouri, A. (2020). Evaluating what Mind, Brain, and Education has taught us. ACCESS: Contemporary Issues in Education, 40. https://doi.org/10.46786/ac20.1386

Wang, Y., & Zeng, Y. (2022). Multisensory Concept Learning Framework Based on Spiking Neural Networks. Frontiers in Systems Neuroscience, 16. https://doi.org/10.3389/fnsys.2022.845177

Willingham, D. T. (2017). Outsmart Your Brain: Why Learning is Hard and How You Can Make It Easy. Jossey-Bass .

Winantaka, B., Katrina Herda, R., Sulistyowati, N., Margana, M., Mukminatun, S., Aguilar Principe, R., & Yingfan, M. (2024). The needs of teaching English using brain-based learning in 21st century era. Script Journal: Journal of Linguistics and English Teaching, 9(2), 35–48. https://doi.org/10.24903/sj.v9i2.1845

Yun, Z. (2024). Dissecting Neuromyths – Bridging the Gap between Education and Neuroscience in EFL Pedagogy. English Language Teaching, 17, 1. https://doi.org/10.5539/elt.v17n9p1

Zull, J. E. (2023). From Brain to Mind. Routledge. https://doi.org/10.4324/9781003444886




DOI: https://doi.org/10.31932/jees.v8i2.4649

Article Metrics

Abstract view : 51 times
PDF - 16 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.