Strategies in the Classroom for English Learning: Investigating the Effectiveness of Brain-Based Learning at Secondary School Level

Abstract

Brain-based learning is claimed to make foreign language communication easier because learning a foreign language is complex. The objective of the study is to explore secondary school teachers’ perceptions of the effectiveness of brain-based learning strategies for English learning in the classroom. The research design was carefully crafted to gather quantitative data through a survey method, utilizing Likert scales to gauge respondents' levels of agreement with statements related to the research objectives. Researchers selected population responders using essential random sampling. The survey sampled 300 teachers. The study found that brain-based learning methodologies and concepts help students learn other languages naturally. Teachers reported that students never felt confident when speaking in English class, felt unconscious about speaking in front of other students, and got nervous when they did not understand every word their teacher was saying. However, the class environment made them feel comfortable. Brain-based learning provides a natural and suitable atmosphere for foreign/second language acquisition. Hence, the study may propose it for English classrooms at different levels.