Abstract
In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).
Highlights
As inverted or flipped models have become increasingly prevalent in the instructional literature and more widely implemented by practitioners over the past several years (Moranski and Kim, 2016), the need to investigate the effects of flipped classrooms on language learning is crucially important
Does flipped classroom instruction have any significant effect on Iranian EFL learners' writing skill? Based on the above-mentioned research question, the following null hypothesis will be tested: HO
Flipped classroom instruction does not have any significant effect on Iranian EFL learners' writing skill
Summary
As inverted or flipped models have become increasingly prevalent in the instructional literature and more widely implemented by practitioners over the past several years (Moranski and Kim, 2016), the need to investigate the effects of flipped classrooms on language learning is crucially important. The flipped classroom is a pedagogical strategy that reverses the traditional classroom process by delivering the instructional content usually, but not always, online before class and engaging learners in interactive group learning and/or critical problem solving activities that are carried out under the teachers‘ guidance during class (Herreid and Schiller, 2013). Some pedagogical benefits of the flipped classroom were determined by some researchers. These benefits include (1) students and instructors‘ positive perceptions of the active learning environment (Butt, 2014; Gilboy et al, 2015), (2) more active engagement during class (Deslauriers et al, 2011), and (3) superior achievement on formative/summative assessments (Amresh et al, 2013). When Love et al (2014) implemented a flipped linear algebra course, the majority of students reported that the approach helped them develop a deeper understanding of the content. Amresh et al (2013) reported that students in a flipped introductory computer programming course performed significantly better than did students in a comparable traditional course design on assignments and exams
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