Exploring the role of neuroeducation in enhancing english language teaching.

Abstract

This research explored the role of neuroeducation in improving English language teaching, focusing specifically on how strategies based on the brain's natural learning process improve students' motivation, attention, and memory. The objective of this research was to analyze teachers' different perspectives on neuroeducation and its role in the classroom. To conduct this research, a qualitative phenomenological approach was used to explore the anecdotes of five English teachers in Santa Elena, Ecuador. The teachers shared their different perspectives on the importance of multisensory learning, motivation, and emotions in the educational process through semistructured interviews with eight open-ended questions. The results demonstrated that the role of neuroeducation in the classroom promotes a positive and inclusive environment in which students feel cognitively stimulated and emotionally supported. Teachers indicated that strategies such as games, songs, visual aids, and recreational activities help students develop English language skills, especially improving their vocabulary. This research also identified challenges such as the different learning levels presented by students, as some students have more advanced knowledge than others, and activities are often not appealing to everyone. However, the overall findings corroborate that neuroeducation strengthens the relationship between cognition and emotions, which allows learning with positive academic results.