Term
2012
Capstone
Restricted Access Thesis
Degree Name
MAESL
Abstract
The purpose of this study is to determine if adding right-brain associated learning activities to a left-brain focused textbook teaching approach will improve learner engagement and comprehension, and achieve a more balanced, whole-brain learning experience for low-literate, low-level, adult ESL students. In this study, fourteen low-level, low-literate adult ESL students completed right and left-brain focused learning tasks that were integrated into their regular classroom routine. Participant feedback/self-assessment questionnaires and observer field notes were used to report learner engagement and comprehension. Results showed that participant engagement and comprehension was positive in all activities, participants thought right-brain activities helped them learn, and participants preferred group and partner learning over independent learning. The findings encourage supplementing left-brain print-focused teaching techniques with non-print learning activities to achieve a more balanced, whole-brain teaching approach in the ESL classroom.
Recommended Citation
Margolis, Carol S, "Teaching to the right side of the brain to achieve whole-brain learning: its effect on language learning with low-level, low-literate adult ESL students" (2012). School of Education and Leadership Student Capstone Theses and Dissertations. 495.
https://digitalcommons.hamline.edu/hse_all/495