Using the Brain-Based Approach to Teach English Vocabulary to Pupils: The Case of Third-Year Pupils at Bendjaloul Primary School, Maghnia

Abstract

The aim of this study was to cultivate third-year primary schools pupils’ love of English vocabulary from their first year of learning English, despite their tendency to learn quickly and forget quickly. Accordingly, this research examined the impact of the BrainBased Approach on improving pupils’ ability to learn new English vocabulary. The study begins by defining the approach and its importance, and then describes the research methodology used to collect data from thirty-five students and their teacher. After analysing and interpreting the classroom observation, the teacher’s questionnaire, tests, and the postexperiment questionnaire, the results demonstrated the effectiveness of the proposed approach and its positive impact on pupils’ performance in a short space of time. At the end, suggestions and recommendations based on the study's findings are proposed such as parental involvement, cultural adaptation, and teachers’ training.