Brain-Based Learning lessons to enhance B1-level reading comprehension among 11th grade EFL chilean students.
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La comprensión lectora es una habilidad importante de desarrollar durante el proceso de aprendizaje en las aulas de inglés como lengua extranjera (EFL) en Chile, ya que constituye uno de los pilares fundamentales para el aprendizaje de una segunda lengua. Sin embargo, las actividades de lectura suelen seguir enfoques tradicionales que no consideran los intereses ni las diferencias individuales de los estudiantes. Para abordar esta brecha, este proyecto de tesis propone un cuadernillo basado en el aprendizaje basado en el cerebro (BBL), fundamentado en los 12 principios del aprendizaje basado en el cerebro, las 7 etapas y estrategias de BBL, las estrategias de comprensión lectora desde BBL y las actividades de evaluación formativa desde BBL. Estos marcos buscan transformar estas lecciones tradicionales centradas en el docente en experiencias de aprendizaje participativas y centradas en el estudiante. El producto final sirve como un recurso práctico y adaptable para estudiantes, docentes en ejercicio y futuros profesores, ofreciendo diversas actividades de comprensión lectora que priorizan el aprendizaje significativo, el compromiso emocional y el reconocimiento del perfil cognitivo único de cada aprendiz. En última instancia, este proyecto busca mejorar la enseñanza de la comprensión lectora en el contexto EFL chileno, promoviendo la adopción de prácticas pedagógicas alineadas con la manera en que el cerebro aprende de forma natural.
Reading comprehension is a fundamental skill to develop in Chilean EFL classrooms, as it is one of the foundations for learning a second language acquisition. Nevertheless, reading activities often follow traditional approaches that overlook students’ interests and individual differences. To address this gap, this thesis project proposes a Brain-Based Learning (BBL) focused booklet grounded in 12 brain-based learning principles, BBL 7 stages and strategies, BBL reading comprehension strategies, and BBL formative assessment activities. These frameworks aim to transform these traditional teacher-centered lessons into student-centered, engaging learning experiences. The final product serves as a practical and adaptable resource for students, in-service teachers, and pre-service teachers, offering diverse reading comprehension activities that prioritize meaningful learning, emotional engagement, and recognition of each learner's unique cognitive profile. Ultimately, this project seeks to enhance reading comprehension instruction in the Chilean EFL context by fostering the adoption of pedagogical practices aligned with how the brain naturally learns.
Reading comprehension is a fundamental skill to develop in Chilean EFL classrooms, as it is one of the foundations for learning a second language acquisition. Nevertheless, reading activities often follow traditional approaches that overlook students’ interests and individual differences. To address this gap, this thesis project proposes a Brain-Based Learning (BBL) focused booklet grounded in 12 brain-based learning principles, BBL 7 stages and strategies, BBL reading comprehension strategies, and BBL formative assessment activities. These frameworks aim to transform these traditional teacher-centered lessons into student-centered, engaging learning experiences. The final product serves as a practical and adaptable resource for students, in-service teachers, and pre-service teachers, offering diverse reading comprehension activities that prioritize meaningful learning, emotional engagement, and recognition of each learner's unique cognitive profile. Ultimately, this project seeks to enhance reading comprehension instruction in the Chilean EFL context by fostering the adoption of pedagogical practices aligned with how the brain naturally learns.
Description
Tesis presentada para optar al título de Profesor/a de Inglés.
Keywords
Second language acquisition, Reading comprehension, Meaningful learning, Chilean students