Neuroscience-based English learning involves effective strategies for mastering a second language

Abstract

Learning English as a second language has become a priority in modern educational systems due to its relevance in an increasingly globalised world. However, traditional teaching methods often overlook the brain processes involved in language acquisition. In this context, neuroscience provides a valuable interdisciplinary framework for understanding how the brain learns, offering insights that can enhance retention, comprehension, attention, and motivation—key factors for effective instruction. This systematic review, following the PRISMA methodology, analysed teaching strategies informed by scientific findings in neuroeducation through a rigorous selection of studies linking neuroscience and English language teaching. The evidence suggests that approaches based solely on repetition and memorisation are limited, as they do not adequately stimulate critical cognitive functions such as working memory, executive functions, or neuroplasticity. Conversely, strategies grounded in how the brain naturally processes information support more meaningful, sustained, and effective learning. This underscores the need to rethink conventional pedagogical practices to promote more successful and enduring language acquisition.