The Effectiveness Of A Program Based On Brain-Based Learning And Emotional Intelligence To Develop Secondary Language School Students' EFL Vocabulary Use, Reflective Reading And Their Self-Regulation

Abstract

This study aimed to develop secondary language school students’ EFL vocabulary use, reflective reading, and self-regulation via a proposed program based on brain-based learning and emotional intelligence. No previous studies dealt with this program, which is based on brain-based learning and emotional intelligence, so this is the novelty point of the current study. There are thirty-two participants for the experimental group and the same for the control group. Questionnaires on vocabulary use and reflective reading were designed and juried. The self-regulation scale was designed and juried.  Then, the vocabulary use and, reflective reading tests and self-regulation scale were juried and administered to the participants of the two groups. The program was designed and administered in the second term of 2024, the academic year, and lasted for the entire term with two sessions per week for the experimental group. The study results revealed that the experimental group’s post-results exceeded its pre-results in the post-administration of the instructions. Furthermore, it could be determined that the proposed program substantially enhanced the stated variables.