英文摘要 |
This study investigates whether brain-based learning theory accelerates English learning. Based on an advanced English placement test, one hundred and fifty Taiwanese college freshmen were equally divided into one control group receiving traditional learning instruction, and two experimental groups, one taught with audio-assisted instruction and the other with audio-visual aided instruction. It explored whether the above two experimental teaching methods, based on brain learning theory, were able to demonstrate meaningful differences among learners. The results revealed that the participants receiving traditional instruction and audio-assisted instruction showed no significant effects; however, those who were taught English with audio-visual aided instruction achieved statistically significant higher performances. They imply that the alternative approach of using audio-visual supplemental learning material improved students’ learning to a greater extent than the other methods because the combination of visual and aural stimuli triggered more brain interaction to accelerate foreign language processing. |