The effect of brain based learning model on students' level of vocabulary learning in foreign language

The aim of this study is to investigate the effect of teaching practices based on brain-based learning approach on students' foreign language vocabulary learning levels. Within the scope of this purpose, the study group of the study consisted of 54 students, experiment (n=27) and control (n=27) group students studying in the prep class of Muğla Sıtkı Koçman University School of Foreign Languages in the fall semester of the 2019-2020 academic year. This research was designed according to the mixed research method design, in which data collection processes were carried out with both quantitative and qualitative approaches. A part of the research was carried out using a pretest-posttest control group quasi-experimental design. Based on the quantitative approach, the Academic Achievement Test related to "vocabulary learning" was administered to the students in the experimental process as a pre-test and a post-test. Finally, the academic achievement test was applied again 5 weeks after the last test to test the permanence of learning. In another part of the study, a qualitative approach-based interview technique and diaries were used to reach student views on the learning process based on the brain-based learning approach. The quantitative data obtained were recorded in the SPSS 18 package program. The normality distribution of the data obtained in the study was carried out with the Shapiro Wilk test. In the study, dependent groups t-test was used for comparisons among experimental and control groups, and independent groups t-test was used for comparisons between groups. Qualitative data, on the other hand, were analyzed with the method of content analysis, possible concepts that were thought to play a key role in answering research questions were coded and these codes were collected under broader themes. All quantitative and qualitative data obtained after data analysis were brought together and interpreted by the researcher. The pre-test mean scores of the experimental group participating in the study were 35.65 ± 8.31; While the pre-test mean score of the control group was 36.11 ± 13.31, no statistically significant difference was found between the pre-test scores of the two groups (p> 0.05). The pre-test, post-test and retention test mean scores of the experimental group participating in the study were respectively 35.65 ± 8.31, 67.04 ± 15.58 and 67.70 ± 13.76; The pre-test, post-test and retention test mean scores of the control group were 36.11 ± 13.31, 57.13 ± 19.94 and 56.35 ± 19.36, respectively. From this point of view, it was determined that the students in the experimental and control groups formed equivalent groups. Parametric statistics were used since it was determined that the data obtained in the study (experiment-control) showed normal distribution. When the pre-test and post-test values of the experimental and control groups were analyzed with the dependent groups t-test, statistically significant differences were found between the pre-test and post-test scores of both the experimental and control groups. When the posttest and retention test values of the experimental and control groups were analyzed, no statistically significant difference was found between the posttest and retention test scores of both the experimental and control groups (p> 0.05). As a result of the analysis of the findings obtained from the interviews in the research, in the category of "Vocabulary learning process", "Learning activities", "Extraordinary methods", "Learning Motivation" themes and "Permanent Learning," The Benefit of Card Matching "," Gamification of the Learning Process " , "Work Discipline" and "Intrinsic and Extrinsic Motivation" codes were determined. In the study, all (100%) of the experimental group students who answered the interview questions (100%) of the brain-based learning activities and 83.3% of the control group students who were taught based on existing approaches stated that the vocabulary learning process was beneficial. In the study, 37.04% of the students who answered the diaries stated that they learned through "group work and sharing" in the lesson, and 29.63% "while brainstorming". According to the findings, the theme 'I learned while brainstorming' includes subthemes of 'requiring thinking and more permanent learning', while the theme 'I learned while doing group work and sharing' includes the subthemes of 'interaction, sharing and being able to express oneself comfortably. 'Under the category of "I could not learn in the lesson. Because..'', "not revising (48.15%)", under the category of "How the lesson continues in general" , "having fun, enjoyable (48,15%)", "being educative, instructive (22,22%), under the category of "Favorite activities while learning words", "activities with game content (29.63%) "," group work (22.22%) "and" brainstorming (18.52%) ", under the category of "Emotion that is felt most when learning vocabulary" it was found that the themes of "fun (37.04%)" and "happiness (22.22%)" came to the fore. In the study, it is cocluded that the learning activities carried out in accordance with the brain based learning approach significantly increased the academic achievement test scores of the students for learning vocabulary compared to the academic achievement test scores of the students where the teaching activities based on the existing approaches were conducted. From this point of view, it was determined that activities in accordance with the brain based learning approach provided a more effective improvement in increasing the academic achievement scores regarding vocabulary learning compared to the teaching activities based on the current approaches. In the study, no significant difference was found between the posttest and retention test values of the academic achievement test scores for vocabulary learning of both the experimental and control groups. Accordingly, it can be said that both learning activities carried out in accordance with the brain based learning approach and teaching activities based on existing approaches have positive effects on vocabulary learning levels in terms of permanence. On the other hand, in the post test and retention tests; the academic achievement test scores of the students in the experimental group, in which learning activities suitable for the brain based learning approach were applied, were found to be significantly higher than the students in the control group where teaching activities based on existing approaches were applied. As a result, it can be said that activities designed in accordance with the Brain-Based Learning approach applied for foreign language vocabulary learning make significant contributions in increasing the academic achievement scores of students regarding vocabulary learning and increasing the permanence of this level obtained.