Brain-based learning: Neural-networking's impacts on language performance skills

In this study, the impact of Brain-Based Learning (BBL) techniques on the language performance skills of university preparatory students has been investigated. To examine this effect, a mixed research method was employed. The quantitative part of the study consists of the analysis of the results of four exams in speaking and writing skills through independent samples t-tests and ANOVA analyses on SPSS, which were taken by students (N=12) in two classes, both consisting of university preparatory students. The students in the experimental group were taught using a curriculum that was designed based on the principles of Brain-Based Learning and included activities to help them build and enhance their neural networks. The qualitative part of the research involves semi-structured one-on-one interviews with three randomly selected students (N=6) from each group, along with the error and syntactic analyses of all students (N=12) in speaking and writing exams. This study revealed significant differences between the group that received education in which Brain-Based Learning techniques were applied and the group that did not. The group that was taught using Brain-Based Learning techniques demonstrated better performance in the final test according to the analyses conducted in SPSS, indicating a small effect size compared to traditional education. Furthermore, when examined in terms of the number of lexical varieties, it was documented that the group taught with BBL type of educational model showed a more consistent increase. In error and syntactic analyses, the students in the experimental group showed more improvement. In addition, the students in the experimental group expressed that they were more motivated about language learning during the interviews.