A Neurodidactic Model for Teaching Elementary EFL Students in a College Context

Autor/in	Barbosa, Edwin Y.
Titel	A Neurodidactic Model for Teaching Elementary EFL Students in a College Context
Quelle	In: English Language Teaching, 14 (2021) 3, S.42-58 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Communication Skills; Undergraduate Students; Educational Theories; Foreign Countries; Likert Scales; Student Attitudes; Case Studies; Brain Hemisphere Functions; Neurosciences; Learning Processes; Measures (Individuals); Reliability; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kommunikationsstil; Educational theory; Theory of education; Bildungstheorie; Ausland; Likert-Skala; Schülerverhalten; Case study; Fallstudie; Case Study; Neuroscience; Neurowissenschaften; Neurowissenschaft; Learning process; Lernprozess; Messdaten; Reliabilität; Spanien
Abstract	The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent neuroeducational tenets. This was a descriptive, explanatory field, and projective research, which used a non-experimental cross-sectional design. 102 students formed the population, while the sample was randomly and representatively conformed by 62 individuals. The data collection instrument consisted of a modified Likert scale survey with 45 items. As for the reliability and validity, they were determined by expert judgment, discriminant analysis by item, as well as Cronbach's a reliability coefficient of 0.873 for the first and through a pilot test of 20 individuals; the second being a coefficient of 0.880. The results indicated an averagely high didactic methodology against a very high neurodidactic methodology, obtaining a relationship between the two approaches that endorses the implementation of brain-based strategies to enhance the learning of a foreign language. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01