Abstract
The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent neuroeducational tenets. This was a descriptive, explanatory field, and projective research, which used a non-experimental cross-sectional design. 102 students formed the population, while the sample was randomly and representatively conformed by 62 individuals. The data collection instrument consisted of a modified Likert scale survey with 45 items. As for the reliability and validity, they were determined by expert judgment, discriminant analysis by item, as well as Cronbach's α reliability coefficient of 0.873 for the first and through a pilot test of 20 individuals; the second being a coefficient of 0.880. The results indicated an averagely high didactic methodology against a very high neurodidactic methodology, obtaining a relationship between the two approaches that endorses the implementation of brain-based strategies to enhance the learning of a foreign language.
Highlights
Neurodidactics can be defined as an integrated approach that optimizes human and material educational resources through the understanding of the brain functions in the acquisition process of knowledge and skills
By virtue of the objectives set together with the results and analyzes carried out in this research, the following conclusions are drawn: With respect to the first objective: to identify the didactic methodology used by teachers in the English area that affect the acquisition and learning process in elementary students of the Foreign Languages Program, the data collection tools allowed to corroborate the correlation between the teaching approach used in the classroom and the level of student satisfaction in terms of instruction quality and skill development
Approaches to advance oral communicative performance of English as a Foreign Language (EFL) beginner students were determined with the intention of recognizing the importance given to listening and speaking as pivotal skills in the administration of EFL methods and as working skills that guarantee a high performance of cognitive development and the foundation for secondary communication skills: reading and writing
Summary
Neurodidactics can be defined as an integrated approach that optimizes human and material educational resources through the understanding of the brain functions in the acquisition process of knowledge and skills This topical discipline derives from the amalgamation of educational neuroscience and the nature of disciplinary, interdisciplinary or transdiciplicary subject matters. Are neuroeducators to comprehend the nature of their discipline, but they are convened to identify the teaching elements and procedures that create and strengthen neural networks resulting in the development of a robust memory system With this concept in mind, a teacher is perceived as an expert and experienced agent who is in the center of the process alongside the learner; neither performer should be displaced from the center of the learning process given the cause and effect nature of the educational phenomenon. The most outstanding reasons for these results are related to the type of instruction supported by traditional methods that teachers implement and the complexity of English in terms of elt.ccsenet.org
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
