Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners

Brain-based learning (BBL) has the potential to improve learner’s engagement and learning outcome in English Language learning. While many studies have been conducted in various parts of the world, studies on BBL in Malaysia especially in relation to English language learning is scarce. The problem...

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Main Authors:	Albert, Wilson, Joseph, Ramanair, SOUBAKEAVATHI, RETHINASAMY
Format:	Thesis
Language:	English
Published:	2024
Subjects:	H Social Sciences (General) L Education (General)
Online Access:	http://ir.unimas.my/id/eprint/45995/1/Albert%20Final%20Thesis.pdf
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id	my-unimas-ir.45995
record_format	uketd_dc
spelling	my-unimas-ir.459952024-09-10T08:01:26Z Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners 2024-06-28 Albert, Wilson Joseph, Ramanair SOUBAKEAVATHI, RETHINASAMY H Social Sciences (General) L Education (General) Brain-based learning (BBL) has the potential to improve learner’s engagement and learning outcome in English Language learning. While many studies have been conducted in various parts of the world, studies on BBL in Malaysia especially in relation to English language learning is scarce. The problem examined in this study was two-fold. First, previous studies in the Malaysian ESL literature component lessons revealed that the lessons were considered uninteresting and did not sufficiently engage the learners. Although teachers have been trained in BBL, there has been little to no follow-up concerning if and how they are implementing brain-based strategies. Despite claims that brain-based learning strategies improve learner success, the extent to which teachers implement brain-based strategies in different contexts is unknown. Second, previous BBL studies conducted in Malaysia is currently limited to other school subjects. There appears to be a lack of research on Malaysian low ability ESL learners’ performance and responses after BBL implementation. This study intends to narrow these gaps, and the aim is to investigate the use of BBL strategies among low ability Malaysian ESL learners. The theoretical and conceptual framework was adapted from BBL and Constructivist learning principles. The design for this study was both quantitative and qualitative. The quantitative described the 150 upper secondary school low ability L2 learners’ performance in a literature response writing test. The qualitative design employed semi-structured interviews and classroom observations. Six ESL teachers teaching these learners were also involved. The non-participant classroom observation and semi-structured interviews were conducted to these six teachers. Separate interviews were also conducted to three learner focus groups. After a six-week BBL implementation, a pair samples t-test showed that there was a statistically significant improvement in the literature component essay writing scores from the pretest (M=2.45, SD=1.50) to the post-test (M=5.35, SD=2.40), t(149)= -15.48, p< .05. An inductive thematic analysis on the classroom observations and the participants’ responses revealed that there were positive responses to the four BBL theoretical components of this study’s framework– experiential learning, individual differences, search for meaning through patterning and the brain processes the whole and parts simultaneously. However, two components - learning that is low in threat but high in challenge and positive social interactions yielded mixed responses. The negative responses were largely attributed to the learners’ limited ESL proficiency. This study indicates that BBL was able to enhance low ability ESL learners’ writing performance, meaningful learning, and active learning engagement. University of Putra Malaysia 2024-06 Thesis http://ir.unimas.my/id/eprint/45995/ http://ir.unimas.my/id/eprint/45995/1/Albert%20Final%20Thesis.pdf text en public http://www.pertanika.upm.edu.my>pjssh phd doctoral Universiti Malaysia Sarawak Faculty of education, Language and Communication
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	H Social Sciences (General) L Education (General)
spellingShingle	H Social Sciences (General) L Education (General) Albert, Wilson Joseph, Ramanair SOUBAKEAVATHI, RETHINASAMY Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners
description	Brain-based learning (BBL) has the potential to improve learner’s engagement and learning outcome in English Language learning. While many studies have been conducted in various parts of the world, studies on BBL in Malaysia especially in relation to English language learning is scarce. The problem examined in this study was two-fold. First, previous studies in the Malaysian ESL literature component lessons revealed that the lessons were considered uninteresting and did not sufficiently engage the learners. Although teachers have been trained in BBL, there has been little to no follow-up concerning if and how they are implementing brain-based strategies. Despite claims that brain-based learning strategies improve learner success, the extent to which teachers implement brain-based strategies in different contexts is unknown. Second, previous BBL studies conducted in Malaysia is currently limited to other school subjects. There appears to be a lack of research on Malaysian low ability ESL learners’ performance and responses after BBL implementation. This study intends to narrow these gaps, and the aim is to investigate the use of BBL strategies among low ability Malaysian ESL learners. The theoretical and conceptual framework was adapted from BBL and Constructivist learning principles. The design for this study was both quantitative and qualitative. The quantitative described the 150 upper secondary school low ability L2 learners’ performance in a literature response writing test. The qualitative design employed semi-structured interviews and classroom observations. Six ESL teachers teaching these learners were also involved. The non-participant classroom observation and semi-structured interviews were conducted to these six teachers. Separate interviews were also conducted to three learner focus groups. After a six-week BBL implementation, a pair samples t-test showed that there was a statistically significant improvement in the literature component essay writing scores from the pretest (M=2.45, SD=1.50) to the post-test (M=5.35, SD=2.40), t(149)= -15.48, p< .05. An inductive thematic analysis on the classroom observations and the participants’ responses revealed that there were positive responses to the four BBL theoretical components of this study’s framework– experiential learning, individual differences, search for meaning through patterning and the brain processes the whole and parts simultaneously. However, two components - learning that is low in threat but high in challenge and positive social interactions yielded mixed responses. The negative responses were largely attributed to the learners’ limited ESL proficiency. This study indicates that BBL was able to enhance low ability ESL learners’ writing performance, meaningful learning, and active learning engagement.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Albert, Wilson Joseph, Ramanair SOUBAKEAVATHI, RETHINASAMY
author_facet	Albert, Wilson Joseph, Ramanair SOUBAKEAVATHI, RETHINASAMY
author_sort	Albert, Wilson
title	Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners
title_short	Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners
title_full	Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners
title_fullStr	Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners
title_full_unstemmed	Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners
title_sort	use of brain-based learning strategies in the teaching of literature component to low ability esl learners
granting_institution	Universiti Malaysia Sarawak
granting_department	Faculty of education, Language and Communication
publishDate	2024
url	http://ir.unimas.my/id/eprint/45995/1/Albert%20Final%20Thesis.pdf
_version_	1811771584494436352

Use of Brain-based Learning Strategies in the Teaching of Literature Component to Low Ability ESL Learners

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