The Neuroeducation Approach to Language Learning: Exploring Learner Perception
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Abstract
Introduction: This study investigates learner perceptions of the LIRRA Neuroeducation Program (LIRRA-NP), a neuroeducation-informed program designed to enhance second language (L2) acquisition and reading proficiency in intermediate undergraduate learners. Building upon previous research demonstrating the program's effectiveness, this study explored learner experiences with the program's implementation, content, design, and perceived impact on their language skills.
Methodology: Thirty intermediate-level English learners participated, completing an online questionnaire comprising scaled and open-ended questions. Quantitative data were analyzed using descriptive statistics and two-sided Wilcoxon signed-rank tests comparing five-point item ratings with the numerical scale midpoint, with Holm adjustment for multiple comparisons, while qualitative data were analyzed thematically.
Results: The findings revealed overwhelmingly positive perceptions of the LIRRA-NP, with participants finding it interesting, motivating, relevant, and beneficial. Twenty-six participants (86.7%) gave the highest rating for interest, 26 (86.7%) rated their motivation at 4 or 5, and 29 (96.7%) rated material relevance at 4 or 5. Ratings on the ten analyzed five-point items differed significantly from the numerical midpoint (Holm-adjusted p < .001), with responses concentrated toward the favorable end of the scales. Participants particularly appreciated the program's content, novelty, interactive games, and engaging activities. A few identified areas for improvement and motivational variation due to individual differences.
Conclusion: This study contributes to the optimization of L2 acquisition through neuroeducation-informed practices by providing valuable learner feedback to inform the development of future programs and enhance student-centered learning methods.
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