Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

Ashraf Atta Mohamed Safein Salem

doi:10.5539/elt.v10n12p182

Abstract

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

Highlights

Learning is a complex process, despite the advent of several teaching and learning theories, approaches and strategies
Among effective teaching approaches is the Brain Based Learning Approach (BBLA), it refers to a learning method which concerns the characteristics the brain is naturally designed to learn (Jensen, 2000)
Findings showed a large gains in the listening skills, vocbulry retention as well as postitve attitude towards language learning stemed from intrinsic and extrinsic motivation triggered through interesting activities used

Summary

Introduction

Learning is a complex process, despite the advent of several teaching and learning theories, approaches and strategies. The ultimate goal teachers aspire to achieve is to get their students involved and hopefully engaged in the lesson through carefully selected teaching practices. Teachers’ success to use effective instructional practices is a guarantee to maximize students’ learning and optimize their motivation, involvement and engagement. Spada and Lightbown (1999) argue that learners have clear preferences for their learning, if teachers take into account learners’ individual characteristics and preferences, they can create better learning conditions that triggers meaningful learning. Teaching practices that cope with the way learners think and feel are the most effective ones to “enhance learners’ motivation, thereby increasing their academic achievement” (Kok, 2010). It is a teacher facilitated approach that utilizes learner’s cognitive endowments as it is based on brain-based learning principles (Thomas & Swamy, 2014)

Methods

Discussion

Conclusion