Determining English teachers' neuromyths about brain functions

This study aimed at determining the neuromyths of English language teachers at K12 level regarding brain functions and its relation to learning together with the sources of these determined neuromyths. In order to find out whether English language teachers have neuromyths about brain functions that affect learning processes directly or indirectly in the classrooms, the researcher tried to apply a descriptive study design in which a questionnaire was used to get quantitative data from 114 English teachers in Istanbul in Turkey during the 2021-2022 academic year. Based on the results of the study, it was found out that teachers of English have a mean score of 7.33 on the belief in neuromyths and a mean score of 9.35 on general knowledge. Also, the findings showed that the participants possessed 8 of the neuromyth items including the effect of fatty acid supplements on academic success, the right and left dominance of the brain explaining the individual differences, critical periods in childhood, VAK learning styles, stimulus-rich environments which develop preschool children's brains, repetitive exercises improving literacy skills, short coordination exercises which increase both hemispheres' integration and lastly, the effect of consumption of sugary drinks and/or snacks on attention. Moreover, according to the study's findings, there was a positive relationship between English teachers' general knowledge about brain functions and neuroeducation and their neuromyths. Finally, there is no statistically significant association between English teachers' neuromyths and their participation in professional development activities.