An Exploration into the Implementation of Neuroplasticity Concepts within a Korean Technical University’s EFL Curriculum

Abstract

Neuroscience in recent years has made remarkable discoveries about the biological processes within the human brain which enable it to learn. As we discover more about the nature of our brains, a new paradigm is emerging which needs to be explored and incorporated within EFL teaching methodologies and practices. This paper investigates the means by which some of the concepts of neuroscience, specifically neuroplasticity, can be implemented simply within an EFL university program. The three research questions investigated were: What do EFL practitioners think about the idea of implementing concepts based on neuroplasticity within their English lessons? How beneficial would the introduction of neuroplasticity concepts in EFL curricula be to students and teachers? Is the introduction of neuroplasticity concepts within an EFL setting, a way to counter the negative effects of high-stakes tests? The research aimed to see if concepts based on neuroplasticity could be used as a tool to help university students become more intrinsically motivated. The inquiry investigated whether knowledge about the ‘plastic’ nature of the human brain conveyed to EFL students at a technical university could also be used to counter any negative beliefs they held regarding the nature of intelligence, especially in relation to high-stakes test scores. The research data and corresponding results in this thesis are a step toward developing practical ways to apply knowledge gained from neuroscience to EFL pedagogy.