The Effect of Brain-Based Teaching on Young EFL Learners' Self-Efficacy

Autor/in	Oghyanous, Parastoo Alizadeh
Titel	The Effect of Brain-Based Teaching on Young EFL Learners' Self-Efficacy
Quelle	In: English Language Teaching, 10 (2017) 5, S.158-166 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Self Efficacy; Brain; Teaching Methods; English (Second Language); Second Language Learning; Questionnaires; Control Groups; Indo European Languages; Translation; Statistical Analysis; Experimental Groups; Scores; Second Language Instruction; Reliability; Language Processing; Secondary School Students; Student Attitudes; Language Teachers; Foreign Countries; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Gehirn; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Indoeuropäisch; Statistische Analyse; Fremdsprachenunterricht; Reliabilität; Sprachverarbeitung; Sekundarschüler; Schülerverhalten; Language teacher; Sprachunterricht; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01