• Habtamu Yimer
• Prof. S. PRASANNA SREE

This study reviewed the effectiveness of brain-based strategies in the teaching and learning process of English as a Foreign Language. The studies that were evaluated in this article utilized a variety of research methodologies, such as quantitative, qualitative, and mixed. For the purpose of their data collection, the studies employed tests, questionnaires, interviews, observation, home assignments, homework, student portfolios, and digital apps. Following an examination of seventeen journal articles published between the years 2014 and 2024, the reviewer discovered two primary themes: the general advantages of brain-based techniques in English as a Foreign Language teaching and learning and the impact of brain-based strategies on EFL skill classroom instruction and learning. From the research papers that were examined, it is possible to draw the conclusion that brain-based teaching and learning methodologies are essential to the effectiveness of English as a Foreign Language teaching and learning. Both brain-based learning and teaching methodologies have been shown to improve the language skills of English as a Foreign Language students. Therefore, the use of brain-based techniques in English as a Foreign Language teaching and learning should be prioritized by researchers and EFL teachers.

Brain-based learning, brain-based strategies, EFL learning, EFL teaching

"BRIAN-BASED STRATEGIES IN TEACHING - LEARNING EFL CLASSES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 9, page no.d336-d344, September-2024, Available :http://www.jetir.org/papers/JETIR2409340.pdf

"BRIAN-BASED STRATEGIES IN TEACHING - LEARNING EFL CLASSES", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 9, page no. ppd336-d344, September-2024, Available at : http://www.jetir.org/papers/JETIR2409340.pdf