Exploring innovative neuropedagogical implications in english as a forign language teaching
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Fecha
2025
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Editor
Universidad Católica de Cuenca
Resumen
Descripción
This literature review takes a semi-systematic approach to explore new neuropedagogical insights for teaching English as a Foreign Language. It investigates how integrating neuropedagogy with technology can improve motivation, inspiration, and learning outcomes in language education. The research covers literature from 2000 to 2024, identifying trends, challenges, and advancements in this field within the context of EFL teaching. The review includes studies that demonstrate the positive impact of incorporating principles such as personalized learning, neuroplasticity, and cognitive psychology into language instruction. Results show a strong link between neuropedagogical approaches and increased student motivation, engagement, and language proficiency. Additionally, using technology tools in language learning environments aids adaptive learning methodologies personalized feedback, and interactive experiences. This review emphasizes the importance of implementing innovative neuropedagogical strategies alongside technological advances for dynamic and effective EFL teaching practices. A combination of neuroscience-informed pedagogy along with digital tools shows potential for optimizing language learning environments, fostering student-centered learning, and enhancing linguistic proficiency among EFL learners.
Palabras clave
NEUROPEDAGOGY; NEUROEDUCATION; BRAIN-BASED-LEARNING; NEUROSCIENCE; NEUROPSYCHOLOGY.
Citación
Solano, G. y Vega, M. (2024). Explorando las implicaciones neuropedagógicas innovadoras en la enseñanza del inglés como lengua extranjera. Runas. Revista de Educación y Cultura , 5 (10), e240195. https://doi.org/10.46652/runas.v5i10.195
