English as a second language (ESL) teacher brain-based learning classroom practices and perceptions in Malaysian schools

Abstract

The brain is a complex organ and plays a crucial role in the learning process. The aim of this study was to examine English as a Second language (ESL) secondary school teachers' perceptions and actual practices using Brain-Based Learning (BBL) to teach the English literature component among low ability learners. Employing a qualitative design, six teachers from three public schools were observed and later interviewed once over a duration of six weeks. The data analysis revealed that their practices were generally positive; active learner engagement and meaningful learning. However, there were issues related to the learners’ limited ESL proficiency.

Keywords

• Bran-based learning principles
• Experiential learning
• Individual differences
• Social interaction
• Active learner engagement