Abstract
The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.
Highlights
According to Howard-Jones (2008), by the development of neuroscientific knowledge, some experts and instructors are being gradually aware of the advantages of neuroscience regarding the brain and its function when students learn
The research question of the study was about the effect of brain-based teaching on young EFL learners' self-efficacy in Iran
Results of statistical analysis on self-efficacy scores obtained after administering Self-Efficacy Questionnaire for Children (SEQ-C) showed that experimental and control groups were equal before being treated with brain-based teaching, but after the brain-based teaching it was found that experimental group had far better self-efficacy scores than control group
Summary
According to Howard-Jones (2008), by the development of neuroscientific knowledge, some experts and instructors are being gradually aware of the advantages of neuroscience regarding the brain and its function when students learn. The development of neuroscientific knowledge has increased brain-based teaching. 1991, 2002; Jensen, 1998). 1990, 2002; Sousa, 1995, 1998; Jensen, 1998). 1990, 2002; Jensen, 1998; Evan, 2007). The teacher is responsible for providing the suitable classroom setting, which focused on instructions that accommodate how the brain learns, that will improve brain functionality in processing and making data correctly, based on the level of individual learners. It is obvious that neuroscience is responsible for supplementary data related to human learning and the efficacy with which learning occurs because efficacy is related to the way learners think about themselves and their learning
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