The Effects of Brain-based Learning Strategies on Low Ability Malaysian English as a Second Language Learners' Writing Performance.
The main goal of Brain-based Learning (BBL) is to create effective learning conditions that allow the brain to naturally learn. A plethora of studies on BBL learner performance and perceptions have been conducted in a variety of contexts. However, BBL studies on low-ability ESL learners are still in...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 32; no. 2; pp. 345 - 364 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Universiti Putra Malaysia
Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=178373926&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 178373926 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Jun2024 vid: 32 iid: 2 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 178373926 10.47836/pjssh.32.2.01 ppf: 345 ppct: 19 formats: fmt: @attributes: type: P size: 3.3MB tig: atl: The Effects of Brain-based Learning Strategies on Low Ability Malaysian English as a Second Language Learners' Writing Performance. aug: au: Wilson, Albert Ramanair, Joseph Rethinasamy, Souba affil: Faculty of Education, Language and Communication, University of Malaysia Sarawak, 94300, Kota Samarahan, Sarawak, Malaysia su: Malaysian students Learning strategies English as a foreign language Brain-based teaching Pre-tests & post-tests sug: subj: Malaysian students Learning strategies English as a foreign language Brain-based teaching Pre-tests & post-tests keyword: Brain-based learning learner literature critical response writing low ability ESL learner performance meaningful learning retention and recall social interaction ab: The main goal of Brain-based Learning (BBL) is to create effective learning conditions that allow the brain to naturally learn. A plethora of studies on BBL learner performance and perceptions have been conducted in a variety of contexts. However, BBL studies on low-ability ESL learners are still in their infancy. Therefore, this study investigated low-ability ESL Malaysian learners' BBL performance and perceptions in the classroom. A purposive sampling technique is used to collect quantitative data from 150 learners. A quasiexperimental design compares the learners' pretest and post-test scores. The descriptive analysis indicated a favorable outcome when the post-test mean score was higher than the pretest scores in the literature critical response writing test. A paired sample t-test was also conducted, and results showed that there is a statistically significant improvement in the 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. A qualitative design is also used to investigate three learner-focus groups' (five in each group) responses after BBL intervention. Findings revealed that there are generally positive responses related to the BBL theoretical framework of this study. However, there are some negative responses pertaining to two components of the framework. This study indicates that BBL can enhance low-ability ESL learners' writing performance and active learning engagement. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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