Open AccessA Neurodidactic Model for Teaching Elementary EFL Students in a College Context
Author(s) -
Edwin Y. Barbosa
Publication year - 2021
Publication title -
english language teaching
Language(s) - English
Resource type - Journals
eISSN - 1916-4750
pISSN - 1916-4742
DOI - 10.5539/elt.v14n3p42
Subject(s) - cronbach's alpha , psychology , likert scale , mathematics education , context (archaeology) , population , foreign language , test (biology) , data collection , reliability (semiconductor) , test validity , sample (material) , scale (ratio) , psychometrics , developmental psychology , statistics , paleontology , power (physics) , physics , demography , mathematics , quantum mechanics , sociology , biology , chemistry , chromatography
The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent neuroeducational tenets. This was a descriptive, explanatory field, and projective research, which used a non-experimental cross-sectional design. 102 students formed the population, while the sample was randomly and representatively conformed by 62 individuals. The data collection instrument consisted of a modified Likert scale survey with 45 items. As for the reliability and validity, they were determined by expert judgment, discriminant analysis by item, as well as Cronbach's α reliability coefficient of 0.873 for the first and through a pilot test of 20 individuals; the second being a coefficient of 0.880. The results indicated an averagely high didactic methodology against a very high neurodidactic methodology, obtaining a relationship between the two approaches that endorses the implementation of brain-based strategies to enhance the learning of a foreign language.