Integrating Brain-Based Learning Activities into Online TESOL Courses: Exploring Different Learning Styles

Brain-based learning (BBL) theory is based on utilizing research about how the brain functions and how instructors can apply such knowledge to assist second language (L2) learners in acquiring new languages quickly and effectively (Thurber, 1980). In essence, the study aimed to explore how Brain-based learning affects the academic performance of 34 BA university students taking an online course in Teaching English to Speakers of Other Languages (TESOL) course, considering different learning styles. The study follows a pretest-posttest experimental design, with participants selected conveniently from Islamic Azad University (Ayatollah Amoli Branch) and divided into 2 groups, namely experimental and control. Both groups were taught via the Vadana02Platform. While the experimental group was exposed to brain-based activities, the control group used traditional-based activities. Data was gathered through Kolb’s Learning Style questionnaire educational achievement tests. The study's findings showed that the onlinebrain-based activities used in the experimental group improved students’ educational achievement more than the traditional approach used in the control group. Additionally, the results indicated that there were no significant differences in the achievement levels among students with various learning styles in the experimental group. The researchers found that integrating BBL into online instruction significantly improves students' academic achievement. This demonstrates that brain-based learning activitiesenhance students' proficiency