The effectiveness of brain-based learning teaching methods on improving the context and motivation of English learning

today, development of mental anf physical capacities has become one of the main goals in all disciplines. Brain base learning methods based on scientific research on how the brain learns has become a promising research center. The purpose of this study was to determine the effectiveness of brain-based education on cognitive-affective outputs of English learnin. 

In this study which was done in line with this goal and in the form of an inter-group pilot project with pre-test and post-test with the ninth grade students of Bostanabad city. Testers were selected by multi-stage cluster sampling and were replaced in two experimental and control groups (two classes of 15 people). Then, for the experimental groups, brain-based training strategies were implemented in 10 sessions and for the control group, no intervention was performed. The Williams and Dessie learning atmosphere questionnaire and Pintrich, Smith, Garcia and McCage motivational strategies were used to measure the background and motivational learning conditions in the two stages of pre-test and post-test.

  Data analysis using multivariate analysis of covariance showed that improving the background and motivational conditions for learning English is effective. These findings have practical implications for the areas of English language teaching that are discussed in detail.

These findings have practical implications for the areas of English language teaching that are discussed in detail.