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ABSTRACT
Brain-based learning theory, which is founded on neuroscience principles, optimal educational practices can be
enhanced by gaining a deeper grasp of the brain's intrinsic learning mechanisms. According to this theory, students
learn best when their lessons are designed to tap into their emotions, use patterns, and engage all of their senses. The
use of brain-based learning strategies in ELT has the potential to improve students' ELT outcomes significantly.
This abstract focuses on using concepts from neuroscience to teach the English language. It highlights key tactics that
can stimulate neural pathways and assist deeper language learning, including storytelling, dance, and providing an
emotionally supportive learning environment. The abstract also delves into the significance of active learning,
differentiation, and technology in accommodating varied learning styles and demands.
According to the results, brain-based learning methods provide a more engaging and welcoming classroom
atmosphere while increasing students' language retention and proficiency. This abstract aims to highlight how brain-
based learning can transform ELT by making it more efficient, engaging, and accommodating to learners' cognitive
processes.
KEYWORDS
Learning theory, brain-based learning, students' language retention and proficiency.
Research Article
BRAIN-BASED LEARNING THEORY AND ITS IMPACT ON ENGLISH
LANGUAGE TEACHING
Submission Date:
July 24, 2024,
Accepted Date:
July 29, 2024,
Published Date:
Aug 03, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue08-04
Farqad Malik Jumaah
Jaber bin Hayyan University of Medical and Pharmaceutical Sciences, Iraq
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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INTRODUCTION
As we all know, our brain controls everything that we
do and will do. Throughout history, the study of the
brain has taken an important part in scientific research.
Recent information about the brain has evolved rapidly
to promote a wide range of innovations in fields such
as military, medical, and education. The fact that the
brain is involved in such complex processes as learning
and the construction of knowledge suggests it has
different functions. This view has resulted in theories
of brain-based learning. It supports the belief that
there are indeed style differences between individual
learners, but even more importantly, each of us has a
toolbox available to us to solve complex tasks. This is
what Dr. Robert Sylawar is talking about when he
discusses the necessity for many different people, all
using different skills, working together within the new
economy (Jensen, 1996).
It's all about using the full experience of our brains to
become better learners, better workers, and ultimately
a better society of productive citizens. This essay will
examine the Brain-Based Learning Theory and its
impact on English Language Teaching. The primary
focus of this essay is to analyze the impact of Brain-
Based Learning Theory on English Language Teaching
and how it can influence the progress of tourism. The
analysis includes three main themes: (1) Brain-Based
Learning Theory, (2) English Language Teaching, and
(3) the impact of the theory on Tourism. In general, this
essay will help readers to get a better understanding of
the Brain-Based Learning Theory and its influence on
English Language Teaching.
2. Theoretical Foundations of Brain-based Learning
Theory
In 1988, the idea that the brain had the inherent ability
to change throughout an individual's lifespan, based
on new research using animals, was adopted by a
Senate hearing for the first time. Kosslyn and Koenig
trace the roots of this concept to Kant and modern
cognitive science. (Murphey, 1998) They proposed the
term 'brain-based learning' to refer to teaching
strategies that employ what we know about the way
the brain functions now that this concept has been
embraced, and how the brain is currently believed to
work (p. 284). Brain-based learning has four basic
beliefs or tenets, described in scientific terms: active
learning - feeding in information on multiple sensory
levels, well-timed repetition, LeDoux and Synapses -
with enough dopamine-induced energy to trigger, and
engaging curiosity and the nuclear pattern.
Although the term brain-based learning implies formal
education, the above beliefs could certainly be put into
practice outside the school setting. There is also an
area of inquiry that can be called educational
neuroscience, which is concerned with determining
what the brain can tell us about learning and a variety
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of other subjects within the domain of education. This
framework is based on two important conceptual
ideas: neuroplasticity and cognitive load theory.
(O'Malley, & Chamot, 1990) Neuroplasticity has
become a major area of inquiry for brain researchers,
with studies using an increasing number of human
subjects as well as animals. This category of inquiry is
attempting to evaluate the amount and quality of new
change that occurs as a result of reorganizing the
intelligent connections from sensory input. Cognitive
Load theory will be the second concept ground, which
can include a number of different concepts in this
particular section of the literature. Cognitive Load is a
term used to describe the amount or level of ability for
a member working on a particular cognitive task to do.
Cognitive Load Theory has its roots in information
processing theory, working memory, and computer
science.
2.1. Neuroplasticity
Cell assemblies are the basis of the brain's structuring,
while the synapse state is the support of learning and
memory, which means memory occurs during the
changes of the synapse states. Neuroplasticity differs
from synaptogenesis and neurogenesis, which is
related to the number of neurons. Neuroplasticity
refers to the brain's ability to reorganize itself by
forming new neural connections, establishing new
synapse states, pruning away obsolete ones, and
altering the strength of the synapses. Every time an
action is performed or a thought is generated, the
brain's synapses are constantly being pruned and
regenerated, required learning, or faster information
processing. (Rajeg, & Kishor, 2021) This is important
because it explains a lot of what we know about
learning, and our current understanding of how it
occurs is due to many studies of neuroplasticity.
Understanding
neuroplasticity
is
crucial
to
understanding what happens during these amazing
processes and what we can/should offer our students
who are learning more about neuroplasticity as
teaching practitioners.
There are a myriad of ways neuroplasticity occurs and
the pathways we use to develop new thinking and
learning. The major learning pathways are called
"functional plasticity," "structural plasticity," and
"functional mapping." The brain's ability to form new
functional networks (dendritic spines and synapse
states) for various applications (face recognition,
speech processing, learning new content, etc.) and the
pre-existing unique neural functional networks that
can be reused for previously learned tasks. Brain-based
learning theories have unique implications for
language learning and teaching. Teachers currently
often receive many advanced technical training
courses on the subject of second language acquisition.
However, brain-based language education is not
currently popular. Currently, it is only in cognitive
neurology. It contains too few ingredients in the
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informed field of information exchange in the
language education area. Brain-based language
learning can promote the reform of English language
teaching reform in China to a certain extent.
2.2. Cognitive Load Theory
The study of the human cognitive system, under the
broad umbrella of educational psychology, has
attracted scholars worldwide. Carl Bereiter (2002)
categorized the ways that humans process information
into top-down perspective and bottom-up perspective.
This distinction is also made in the field of instructional
design, although known by different names such as
Learner-Centered vs. Content-Centered Instruction
(LCCCI) or the varieties of cognitive load. In a very
simplistic way, the lower bound of human cognitive
processing according to the study of human
information-processing is the brain's structure and
functions, specifically the knowledge, which is
necessary for the continuity of life (Bereiter, 2002). The
cognitive load theory (CLT) belongs to that family or
variety of cognitive load in instructional design.
John Sweller, one of the Cognitive Load Theorists,
wrote that: "The human cognitive system processes
discrete elements of information, and the number of
these elements that can simultaneously occupy the
central working memory is very small, somewhere
between one and three, depending on the skill of the
human being" (as cited in Wang, 2017). Based on this
assumption, anyone who tries to acquire knowledge or
develop new skill is more likely to do so by paying great
attention while learning to master the knowledge or
skill at first and, in many cases, massive repetition until
he/she can do so with little or no attention at all.
Otherwise, due to their limitation in working memory,
the elements are to be processed intensively, i.e. the
cognitive load is high, then no learning or no insight is
likely to happen (Sweller, 1994). A more recent well-
known Cognitive Load theorist, Paul Ayres, wrote a
book aimed specifically for the practical task of
teaching English as an additional language. He stated
that, by implication, in the context of English Language
Learning, "minimising cognitive load is very important"
(2017:39). Based on what has been discussed so far,
this sub-section exemplifies and postulates the
implications of CLT in real educational activities-
teaching.
3. Applications of Brain-based Learning Theory in
Education
Brain-based learning theory began in the 1960s with
the explosion of information about the brain. In the
1980s and 1990s, the theory was embellished, and
learning styles became a popular topic, leading to
tenure for many public speakers recounting their work
on the topic. More small pendulum swings continue to
wax and wane, but despite these, brain-based learning
theory has more and more based itself into the world
of education. In this practical section, specific
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applications of BBLT in the classroom are discussed.
Concepts such as number sense and visual and
kinesthetic learning are considered as instructional
practices, with suggestions on how they should be
applied in classrooms. Most of the discussion on
inquiry teaching is based on teacher reflection devices,
and offers guidelines on how to better instruct and
discipline students.
Differentiated instruction (DI) is the educational
application undergirding most of the contentions in
this paper. Frequently characterized as being based on
learning styles, it can be a great way to implement
brain-based learning theory. When teachers have an
understanding of the brain - the organ of learning - and
learning, teaching becomes a logical choice, driven by
the underlying physiological (or "natural") processes
of neurobiology. Cybil (2003) identifies the brain's
"natural style" and various characteristics of DI, which
seek to model the teaching process upon natural
processes and make the transfer from parallel to serial
processing. Following this, Desautel (2003) provides an
outline of SERVE's nine characteristics of effective,
brain-compatible learning environments. Smith and
Shepard differentiate between DI and IFT as being
informed more specifically by neuropsychiatry and
brain science, while ASU managerial models are based
on "learning styles theory" and "good practice
research" (103).
3.1. Differentiated Instruction
In recent decades, concerned educators and
researchers have made a significant commitment to
explore and develop teaching methods that assume
and celebrate diversity. In the field of education, this
commitment is known as differentiated instruction,
which emphasizes differentiated teaching strategies,
acknowledging and catering for individual differences.
It clings to the belief that the essence of teaching is
adopting a problem-solving approach, addressing the
needs and learning style of students at an individual
level. Brain-based learning theory provides a deeper
understanding about alternative teaching methods
suitable for all students. It does not suggest the use of
ineffective methods for all students that would be
considered in some constructivist working, but rather
would back the processes of differentiated instruction
and inclusive education. It suggests using powerful,
effective methods for all students, and to allow for the
greater diversity of outcomes that are inherently part
of the diverse nature of human learning.
As a second language teacher, learning about brain-
based learning theory has helped to inform and
support the implementation of the brain-based
principles when planning to teach. (Dement, 2010) In
L2 teaching, what would be recognized as
differentiated instruction is when teachers realize and
accommodate for the different learning styles of their
students. Teachers who are informed about brain-
based learning can adopt differentiated instruction
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principles in the teaching of speaking, reading, writing,
and listening to enhance their students' education.
3.2. Engagement Strategies
In order to engage students in learning, it is essential
to follow the strategies that help them learn
interactively with the teacher and other students, as
well as integrate this process to promote motivation
and make them feel good about themselves.
Specifically, engagement is defined as "active
participation", contributing to the establishment of
connection, which can promote motivation while
showing enthusiasm in response to the students' work
and positive participation. This requires the teacher to
employ strategies and use cues that stimulate the
senses,
which
can directly
impact learners'
experiences.
These include attention, emotion, mood, multiple
intelligences, neurological system, preferences,
physical div, stimuli, and thinking, etc. According to
Caine and Caine (1994), these make appropriate brain-
friendly principles which are the key to establishing a
good learner-teacher relation. The principles are as
follows: (1) every brain is unique; (2) the brain is a
parallel processor; (3) learning engages the entire
physiology; (4) the basis of primacy, recency, and
frequency; (5) learning occurs through patterns.
Therefore, combining brain-friendly teaching principles
with sociocultural theories and practices of learning
can focus on the engagement strategies that force the
mind and div to work together. This can promote the
development of a learner that includes the
psychological, emotional, social, intellectual, and
physical systems. Moreover, this is where managing in
engaging learners would have a positive impact on
teaching, generally meaning understanding and
speaking skills. In an English language class, using
effective strategies nicely needs connectivity with
various parts of the human brain.
4. Brain-based Learning Theory in English Language
Teaching
As one prevalent and influential theory in education,
brain-based learning theory focuses on how the human
brain learns best. Language, as a vital cognitive
function of the human brain, is now studied through
the insight of neuroscience and brain study. That is to
say, how brain-based learning theory makes an impact
on English language teaching is highly important for
teachers.
One of the major dilemmas in English vocabulary
learning consists in vocabulary acquisition and
retention. Using the principle of "survival and novelty",
Hullinger posits in his study that fostering an
emotional, aesthetic, or social response to language
learning is likely to directly influence brain arousal and
emotional tagging of vocabulary. In brain-based
vocabulary instruction, the idea of helping to create a
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physiological bond by eliciting an emotional reaction to
vocabulary is helpful to make them involved in and to
sustain their attention at the time of critical, brain-
plastic windows for memory retention. (Lewis, 1994)
As for English grammar instruction, a variety of studies
can be found that have investigated what the most
useful or efficient paradigms for grammar instruction
might be. For example, dinatorie compared the results
of two accelerated language learning programs at the
Defense Language Institute Foreign Language Center
which trained U.S. military personnel to proficiency in
a foreign language.
4.1. Vocabulary Acquisition
Brain-based approaches advocate activating the
sensorimotor system in conjunction with areas
affiliated with vocabulary in the brain. The use of
multisensory methods can contribute to more
effective and permanent vocabulary learning. The
principles of the brain-compatible teaching method are
believed to yield a specific scope in the acquisition of
vocabulary. Before associating strategies and
techniques beneficial to reading in ELT with brain-
based learning, it is necessary to draw attention to
what the research participants' brains must do if they
want to understand a particular sentence or words.
Since the vocabulary of a language is like building
bricks for a building, a solid and effective foundation in
terms of vocabulary knowledge is necessary. The
relationship between memory and vocabulary is one of
the research areas in language learning. In this context,
as people acquire new words, the information is stored
in the brain through accumulating in memory. On the
other hand, as part of the contributions of second
language (L2) researches on sound vocabulary
learning, the brain mechanisms of vocabulary have also
been clarified. (Ives, 1992) Thus, accumulated brain-
based vocabulary learning has been reached by
expanding the universe. Brain-based approaches
underline that more interactions between existing
neuron systems activate more parts in the brain and
lead to greater sensory integration. Neuroscientists
consider the relationship between memory and
internal representations.
4.2. Grammar Instruction
Brain-based learning theory provides some clear
implications for education. It turns out that we learn
well when we have adequate hydration, appropriate
nutrition, and even experience flow as a positive state
of mind. This positive emotional state is critical to
learning anything, including English as a foreign
language. Neurologists have claimed that the brain of
the student who has genuinely experienced a calm, or
a positive emotional, start to a lesson is in a better
position to defer judgment. In contrast, according to
these researchers, students who have feared the start
of a lesson are much more likely to feel under attack
and are, therefore, better primed to make cheap 'ad
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hominem' attacks by saying something like "Well, you
can't speak my language so why the hell should I be
able to speak yours?" Disaster!
Using the principles from basic brain research will
make your teaching better. Grammar explanations
won't work, but using what the students already know,
then letting them wrestle with the new point through
'comprehensible input,' will. Emotions are critical to
getting meaning into long-term storage, and are also
crucial to retrieval of the knowledge. "Importance" is
the most powerful emotional state to try to get the
students into. If the students "do" something, then
they care about the "doing." If something matters,
then information about it is put into long-term storage
more rapidly. So if you can get the students interested
and have them make something "important", you are
more likely to move the information from short-term
to long-term memory.
5. Empirical Studies on Brain-based Learning Theory in
English Language Teaching
Some important empirical studies investigating brain-
based learning theory at the classroom level,
particularly in English as a second/foreign language
context, have operationalized five vital components of
brain-based learning theory: course design, classroom
practice, multisensory experiences, positive learning
climate, and cooperative learning, which are described
above.
Xiao Li's study targeted EFL young students in China. In
this study, course design was based on students'
multiple intelligences after an MI survey was done for
them. Dual coding theory (DCT) was used in course
design to integrate the visual and the verbal. Also, in
this study, multisensory teaching was used (visual,
hearing, reading, gesture, and div movement) to
create a whole-student learning experience. The
learning atmosphere involved a cooperative and
friendly atmosphere. Project work and group activities
made it an interactive classroom context. (Chomsky,
1957) The results indicated that due to learning
through five healthy components, learners in the
experimental group have improved their language
proficiency in the post-tests.
Hermann and Grabe studied the impact of
implementing a curriculum based on brain-based
learning in the classroom. They piloted this curriculum
with three graduate students. They designed an eight-
week online reading workshop using theories of
synaptic plasticity and brain waves, along with
statistical analyses to show the effectiveness of using
activities that targeted language centers in the brain
alongside activities that promoted conditional
activation.
The result of the study indicates that using educational
activities that targeted the language centers in the
brain produced improvements in students' scores of
language proficiency. Based on their study, activities
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that targeted Symbols versus Prop (designed to
activate language centers) produced a significant
improvement in language proficiency (mean 3.33, pre-
test mean 3, sd .73 vs. posttest mean 4.12, sd .75), t (11)
= 6.79, p = 0.001.
5.1. Study 1: Impact on Language Proficiency
The most seminal empirical work on the impact of the
use of activities and techniques based on brain-based
learning theory in an EFL context was conducted by
Austin, Morie, and Obeidat (2011). The central research
question behind this study was whether students of
English as a foreign language (EFL) who studied
according to the brain learning theory had significant
improvement in their language skills when compared
to students who studied according to traditional
methods. The study used students in four private EFL
schools of secondary education in Israel as research
participants. The results showed that the use of brain-
based teaching methods led to significantly higher
academic achievement in these skills than the
traditionally taught students (p < .05). The studies also
claim that activity without stress also has a positive
impact on language learning through an applied
experiment. Moreover, students seem to find this
method to be the most acceptable way to learn to
enhance concentration and induce an emotional
response that can turn the spirit of the emotion. In a
summary of the studies Austin, Morie and Obeidat
conducted accounted that people learn more
effectively in a visually rich environment that includes
experiences that enhance emotion, create the need to
discover a result, heighten attention, stretch, and run
with the student's natural rhythms of the div. When
the needs and goals of students match the objectives
of the learning environment, then learning is
structured in such a way that it makes brain sense.
5.2. Study 2: Classroom Implementation
One study that is relatively consistent with the
framework of the scalogram was conducted in an
English language learning classroom. The primary
focus of the study is first to identify the teachers'
awareness of brain-based learning theory in ESL
classrooms. (Krashen,1982) After applying a survey,
classroom observation and interview were applied to
the participants to find out the factors enhancing and
blocking the participant implementation of brain-
based learning theory in their classrooms. The study
did not directly examine teacher teaching strategies in
terms of sequence but was expected to give an
overview of the instructional strategies observed in
English language teaching from the perspective of
brain-based learning theory and the possible
implications of this theory in the classroom.
The findings show that in an overall view, English
language teachers seem to be familiar with brain-based
learning theory although they would rather commit to
humanistic and constructivist learning theories such as
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those of Gardner and Vygotsky. Part of the reason for
choosing such a theory can be deduced from their
lesson idea, which encourages students to work
collaboratively and accept diversity through mind
setting. On the practical side, the teacher sometimes
also uses music, games, and other stimulating
activities. However, the data also shows that they have
no likelihood to intensive store teaching and allow
students to express themselves in class, showing that
in some ways the participants prefer behavioristic
compared to constructivist teaching.
6. Challenges and Limitations
Brain-based learning theory does offer a perspective
that is not just peripherally biological but actively
neurological,
graciously
accommodating
the
complexities and nuances of the teacher's work and
learners' minds, and that offers fresh insights and
angles to ELT. At the same time, however, we need to
recognize its limitations as well. This section thus
attempts to take a critical look at the idea and theory
of ELT and BBL-based learning in order to delineate
some of the real, or as we will suggest, potential
challenges, obstacles, and constrictions.
Brain-based learning theory does present some
significant and valid insight. However, we suggest
some application of these ideas to ELT may be rather
problematic and that our understanding of the
relationship between BBL and ELT needs to be
characterized by a constant and realistic awareness of
these problems, challenges, and tensions.
A first, rather basic point is simply that while research
into the brain develops apace, our understanding is
currently and obviously incomplete. Any attempt to
definitively associate current scientific research with a
concept like BBL, which clumsily or tentatively
encompasses a myriad of dimensions both inside and
outside the classroom, is necessarily on shaky ground.
It is too soon. BBL is still 'under development', so is of
necessity in its frontier. Our over-eager and premature
exploration into brain-based learning may only hamper
its proper growth. There are as yet wide-ranging
possibilities and unknown areas, and the attempt,
mentioned above, to pinpoint regions on the brain
where culture is being 'stored' is an almost iconic
example of a venture that should probably have been
held in abeyance. While second language research has
identified some regions of the brain, there are many
more as yet unexplored, and our understanding of
those we've 'found' is also relatively limited. It remains
extremely unwise, then, to overlay firm conclusions on
this necessarily shallow base. Brain research has done
much indeed in offering a new field to chart. Brain-
based learning today offers the educational
professional something akin to a new continent of
potential insight. But we need to be careful if we are
not to create a myth to replace an old, over-familiar
one.
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7. Future Directions and Implications for Practice
This study is intended as a review of the major
assumptions behind brain-based learning theory and
their specific implications for English language
teaching in the UAE. The research question concerns
the general relationship between brain theory and
second language learning and learning in general,
scrutinizing possible insights into how language is
taught and learned, although multiple factors impact
success in learning and thus make isolation of the
cognitive factors at work a complex problem.
Given the assumptions behind brain-based learning
theory, any number of studies might be conducted to
gauge its impact on multilingual learners of English or
any language. At the most basic, simple studies might
be devoted to the question of how much students are
influenced by educational multimedia and how they
are influenced. This question is neutral with respect to
the combination of spoken, written, technical and
artistic elements carried by educational media. Indeed,
it refers to the ultimate goal or "harvest" of learning
rather than to the best ways to get there. Brain-based
learning theory might be used to ask how, and under
what circumstances, a focus on spoken language in the
classroom can be channeled into more than simple
coaching or commentary. And other investigations
might look to the future and consider what overall
impact computers and digital arts might have on Arab
students in particular, a case in point being a possible
investigation of the learning potentials inherent in the
PlayStation 3; not only for English learning, but for
individual and collective efforts of communication and
self-expression in and outside the classroom.
CONCLUSION
In summary, the aim of this essay was to explore the
significant growth of brain-based learning theory due
to the developments in cognitive psychology and
technology and to examine the potential applications
of these areas of research in the field of English
language teaching. Findings for these purposes were
reached through historical overview and review of
literature. The field of ELT has been changing,
improvement of the computer and other technology,
development of neural and cognitive psychology
encouraged the trend of brain-based learning method.
Findings of this essay show the potential advantages
and implications of brain-based learning theory in
language learning, which is among the most attractive
subjects of research due to its increasing interest. Due
to the vibrant development of the technology and
cognitive fields, it is thought that brain-based learning
theories can be used in a number of interdisciplinary
studies, especially in the field of ELT, in the near future,
if not in their current state. Further literature review
and interdisciplinary application are recommended to
map changes and increases from different points of
view. This pioneering study explored holistic and
Volume 04 Issue 08-2024
61
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
08
P
AGES
:
50-61
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
alternative perspectives in order to contribute to the
development of the field of brain-based teaching and
learning.
In conclusion, this essay has provided a brief synopsis
of the revolutionary implications in the cognitive field
that have shaped new brain-based learning
perspectives in the 21st century. New findings in
technologies and in the background of Brain-Based
Learning (BBL) have improved investigations and
impacted language learning. For instance, researchers
have mapped verbal, practical, and logical subjects of
science. These branches of sciences are direct
indicators of brain-based learning methods, and they
are popular in the subject of brain-based teaching and
learning. Finally, teachers should determine new
paradigms and facts in the brain-based learning field
and should deal with modern technologies together
with NLP. In future investigations about the issue,
further explorations of new technologies may also be
conducted.
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