The Effect of Brain-Based Learning on Language Learners’ Inhibition & Risk Taking: A Case Study of Iranian EFL Students in Saravan

While there is more than hundreds of investigations about brain-based learning in decades but unfortunately the relationship between brain-based learning and affective factors like inhibition & risk-taking has not received adequate consideration in the scientific community, these concepts are fuzzily defined and researchers are still struggling with numerous non-classified data, and precise description or meaning of them. This study aims to investigate how brain-based learning can affect Inhibition & risk-taking in adolescent language learners with a range age of ۱۰ to ۱۴ who have participated. This experimental study, which was designed as a pre-plus post-test both control & experimental group Model, was conducted at Farhangian College in Zahedan, Iran. The study lasted ۵ months, Three times a week for a total of ۵۹ class hours. During the research process, the experimental group was administered brain-based learning principles, techniques, and a lesson plan based on this approach, while the control group was administered a traditional teaching approach. Analyzing post-test Achievement and risk-taking & inhibition questionnaires has shown a positive result between the groups administering brain-based learning principles.

Keywords:

brain based Learning , Inhibition , Risk taking.