In the recent years, lots of new methods and approaches have been used in ELT classes.There are lots of language educators who have realised that new techniques and approaches help language learners more than the other techniques and approaches which were used in the past. Brain based learning is not a new technique in language education, but there are new approaches which are related with brain based learning in ELT classes.This study deals with the advantages of brain based learningin English language teaching classes. Sample class activities will be handled. The useful web-sites will be suggested for brain based learning activities.

"Education is the most powerful weapon which you can use to change the world."-Nelson Mandela. An education by definition is "the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life." Education helps us to explore our own thoughts and ideas and makes it possible to express it in different forms. Education is the gateway to success. Success can be achieved when people have knowledge, skills and attitude. All these things can be gained only with the help of education. Education is the act of learning things around us. It helps us to easily understand and deal with any problem and makes balance through the whole life in every aspect. Education is the first and foremost rights of every human being. Without education, we are incomplete and our lives are useless. Education helps us to set a goal and makes us humble education creates awareness and expands our vision. BRAIN BASED LEARNING According to Howard-Jones (2008), by the development of neuroscientific knowledge, some experts and instructors are being gradually aware of the advantages of neuroscience regarding the brain and its function when students learn. The development of neuroscientific knowledge has increased brain-based teaching. In contrast to the prior beliefs that learning involves only the superior part of the human body, brain-based teaching approach sticks to the idea that learning consists of the total structure of a human being (R.

ABSTRACT The purpose of this study is to examine the effectiveness of using brain based learning strategies in the framework of university level students that administer reading comprehension test. Participants are 20 students in Islamic Azad University, Tonekabon, Iran, in reading comprehension class, 10 as control group and 10 as experimental group. Instructors of these students were knowledgeable about the implementation of brain-based learning strategies. Both groups were measured and compared at the end of the sessions. The gained results showed that the experimental group had higher scores on the given test in comparison with the control group after analyzing and measuring t-test as the statistical measurement. Keywords: Brain-based Learning Strategies, Learning Strategies

Learning is a lifelong process. Personal characteristics of learners and environmental conditions will increase efficiency by using the most appropriate teaching methods and techniques according to subject 's structure. With traditional teaching methods, it is not likely to realize aims suitable for equipment required by age. For these reasons, the curriculum updated emphasizes on approaches that centers on the students. In this research, Brain Based Learning Theory (BBL) is one of the approaches with students as the focus. The aim of the research is to determine the effect of English course taught according to BBL Theory on students' academic achievement. In this research, an experimental model of the preand posttest control group was conducted. The research sample is made up of forty-five (45) students that study in Bohşin Secondary School in Hatay province. Methods based on BBL Theory in the experiment class and traditional teaching methods in the control group were condu...

Through the advances of fMRI, PET, and EEG brain imaging, neuroscientists have begun to learn about how the brain processes new information, and transfers the new learning from short term to long-term memory. Current brain research can be used as a guideline when creating a preliminary brain-based reading instructional framework. Effective brain-based instruction requires different instructional strategies for individuals based on such variables as prior learning, experience, and a select set of cognitive neuroscience principles. This paper outlines some of the most important information we currently possess on how the brain learns and in particular how the brain learns to read.

Possibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on acquiring readiness to sound out written language, i.e., the basic reading skills. Full literacy is the readiness to learn knowledge by reading. Thus, one has to be able to take two steps to reach full literacy. Indications related to both of these steps can be observe in the brain. This may be easiest when we observe the brain activity of a learner who faces difficulties in taking these steps. In fact, the serious difficulty of taking the first step can be observed soon after birth, shown below as a summary of relevant details from the paper published earlier in this journal. The step from a basic reading skill to reading comprehension requires that one must learn to read for the mediating meanings of the text, i.e., its morphological information, on top of the pho...

In order to determine which of the teaching methods best serves the students in terms of English Language Teaching, this article examines the efficacy of Brain Targeted Teaching and Content Based Language Teaching methods using scientific evidence. The researchers adopted a factorial research design to investigate the problem. Investigators employed the multistage random sampling technique, and the Cochran formula was used to determine the sample size. 80 samples received the treatment in two groups of 40 participants for teaching prose and teaching poetry. The statistical computation was performed with the help of IBM SPSS GradPack Premium Version 29 Licensed. The researchers took 20 days and forty-five minutes for each session totaling forty sessions to successfully complete the entire intervention programme. Based on the factorial analysis of the data it can be said that the BTT was found significantly more effective method of teaching English language than the CBLT, where factor like Gender did not significantly affect when they were included as covariate.