Abstract:
The impetus behind the current study was to get the best use of all possible pathways of the learner’s brain. Multiple-pathway model, one model of brain-based instruction, on which the current study was based, has synergic effect addressing sensory-motor, emotion, reward, attention, memory, language, frontal lobe (executive function), and social pathways of the learner’s brain altogether. To this aim, this quasi-experimental research, with pretest-intervention-posttest design, was carried out. The participants, who were selected through a convenient sampling method, included 30 BA University students studying TEFL at Islamic Azad University, Aliabad Katoul Branch, and 30 BA University students studying TEFL at Islamic Azad University, Gorgan Branch, were placed into two experimental and control groups, respectively. The instrumentation included DASS 21 and Learning Climate Questionnaires (LCQ) which were used as the pretest and posttest prior to and after the 10 session intervention of brain-based instruction for the experimental group. Descriptive and inferential analysis of collected data indicated the significant impact of the instruction on the participants’ stress, anxiety, depression, and perceived supportive learning climate in the experimental group.
Machine summary:
Multiple Pathways to the Student’s Brain: An Appropriate Tool to Impact on EFL Learners’ Stress, Anxiety, Depression, and Perceived Supportive Learning Climate Jila Naeini 1, Javanshir Asadi 2*, Nasrin Sadat Azami 3 1, 2 Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran 3 Department of Biology, Gorgan Branch, Islamic Azad University, Gorgan, Iran *Corresponding author: ardeshir.
Descriptive and inferential analysis of collected data indicated the significant impact of the instruction on the participants’ stress, anxiety, depression, and perceived supportive learning climate in the experimental group.
Keywords: Multiple pathways, stress, anxiety, depression, perceived supportive learning climate Introduction Emotional and psychological conditions of the learners can be considered an important factor in improvement or failure in learning (Gläser-Zikuda, Stuchlíková, & Janík (2013).
Among the methods that improve the mental state of the students, the brain-based instruction method due to the use of all brain pathways by improving the educational environment and creating a supportive climate, can have a significant impact on reducing the level of stress, anxiety and depression of learners.
The effect of brain-based instruction in learning has been broadly studied and the great impact has also been reported in the literature; for instance, Alizadeh Oghyanous (2017), Altiti (2014), Bruer (1996), Gözüyeşil, and Dikic (2014), Handayani and Corebima (2017), Herson (2006), Jenson (2011), Jazuli, Solihatin, and Syahrial (2019), Hasani, Dastjerdi, and Pakdamn (2015), Shabatat and Al-Tarawneh (2016),Tüfekçia, and Demirel (2009), to name a few.