An intervention in brain-based learning: Leading to shifts in language learning beliefs
AbstractThis case study examines whether or not an intervention in brain-based learning (BBL) brings about any change in language learning beliefs (LLBs) of adult EFL learners. Students enrolled in an English preparatory program were taught in accord with BBL principles over 16 weeks. Beliefs about language learning inventory (BALLI) was administered at the outset of and subsequent to the intervention in an attempt to explore if English lessons designed in compliance with BBL principles led to changes in EFL learners’ LLBs. The findings obtained by running Wilcoxon signed-rank test demonstrated that learning English by attending to lessons planned according to BBL principles induced a statistically significant change in 13 of a total of 34 beliefs in the inventory.
Aldridge, J. (2012). Among the periodicals: Practical applications of brain-research. Childhood Education, 76(3), 182-183.
Alferink, L. A., & Dougan, V. F. (2010). Brain-not based education: Dangers of misunderstanding and misapplication of neuroscience research. Exceptionality, 18, 42-52.
Asassfeh, S. M. (2015). Prospective EFL teachers: What language learning beliefs do they hold? Asia-Pacific Education Researcher, 24(1), 13-26.
Bangou, F., Fleming, D., & Kfouri, C. (2011). Pre-service teachers’ beliefs related to English as a second language and English as a foreign language: Where is the difference? Theory and Practice in Language Studies, 1(9), 1031–1040.
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318-337.
Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. New York: Innovative Learning Publications.
Connell, D. (2009). The global aspects of brain-based learning. Educational Horizons, 28-39.
Davis, A. (2003). Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education, 17(4), 207-222.
Eisenhart, M., Shrum, J., Harding, J., & Cuthbert, A. (1988). Teacher beliefs: Definitions, findings and directions. Educational Policy, 2, 51-70.
Erlenawati, S. (2002). Beliefs about Language Learning: Indonesian Learners' Perspectives, and Some Implications for Classroom Practices. Australian Journal of Education, 46(3), 323-337.
Fisher, L. (2013). Discerning change in young students’ beliefs about their language learning through the use of metaphor elicitation in the classroom. Research Papers in Education, 28(3), 373-392.
Frey, N., & Fisher, D. (2010). Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal, 38, 103-110.
Jensen, E. (2000). Brain-based learning: A reality check. Educational Leadership, 57(7), 76-80.
Kolb, A. (2006). How languages are learnt: Primary children’s language learning beliefs. Innovation in Language Learning and Teaching, 1(2), 227-241.
Koşar, G. (2016). The influence of brain-compatible learning on English language proficiency of adult learners (Doctoral dissertation). Çukurova University, Adana Turkey.
Li, C., & Ruan, Z. (2015). Changes in beliefs about language learning among Chinese EAP learners in an EMI context in Mainland China: A socio-cultural perspective. System, 55, 43-52.
Liab, R. L. (2006). University students’ beliefs about learning English and French in Lebanon. System, 34(1), 80-96.
Liao, P. (2006). EFL learners’ beliefs about and strategy use of translation in English learning. RELC Journal, 37(2), 191-215.
Lombardi, J. (2010). Beyond learning styles: Brain-based research and English language learners. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 219-222.
Lucas, R. W. (2003). The creative training idea book. New York: American Management Association.
Mercer, S., & Ryan, S. (2009). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436-444.
Mercer, S. (2011). The beliefs of two expert EFL learners. Language Learning Journal, 39(1), 57-74.
Mohammadi, M., Birjandi, P., & Maftoon, P. (2015). Learning strategy training and the shift in learners’ beliefs about language learning: A reading comprehension. Sage Open, 5(2) 1-11.
Mohebi, S. G., Khodadady, E. (2011). Investigating university students’ beliefs about language learning. RELC Journal, 42(3), 291-304.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-195.
Peng, J. E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System, 39(3), 314-324.
Pritchard, A. (2014). Ways of learning: Learning theories and learning styles in the classroom. New York: Routledge.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T.J. Buttery, and E. Guyton (Eds), Handbook of research on teacher education (pp. 102–119). New York: Macmillan.
Riley, P. A. (2009). Shifts in beliefs about language learning. RELC Journal, 40(1), 102-124.
Sakui, K., & Gaies, S. J. (1999). Investigating Japanese learners' beliefs about language learning. System, 27(4), 473-492.
Siew, M., & Wong, L. (2010). Beliefs about language learning: A study of Malaysian pre-service teachers. RELC Journal, 41(2), 123-136.
Tang, M., & Tian, J. (2015). Associations between Chinese EFL graduate students' beliefs and language learning strategies. International Journal of Bilingual Education and Bilingualism, 18(2), 131-152.
Tippins, D., Tobin, K., & Hook, K. (1993). Ethical decisions at the heart of teaching: Making sense from a constructivist perspective. Journal of Moral Education, 22(3), 221-240.
Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development.
Yang, N. D. (1999). The relationship between EFL learners' beliefs and learning strategy use. System, 27, 515-535.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.