Neurodidactics as a teaching strategy for english language learning to improve speaking skills and to reduce the affective filter in large groups of a1 level students at Real English Institute, 2024

Abstract

The project aims to address the challenges faced by A1-level English students in developing speaking skills due to the limitations of traditional teaching strategies and the affective barriers, such as anxiety and low motivation, in large classroom settings. By integrating neurodidactic-based strategies, this proposal focuses on enhancing the learning experience by catering to students’ cognitive processes and emotional needs. The methodology involves identifying students’ learning styles, understanding their levels of affective filters, and observing classroom dynamics to tailor interactive, brain-friendly activities. Strategies such as group interactions with leadership roles, visual and auditory aids, and spaced repetition techniques are proposed to create a stimulating learning environment that encourages active participation, reduces anxiety, and fosters self-confidence. The results demonstrate that neurodidactics, as a teaching approach, can optimize language acquisition by keeping students engaged and motivated. Implementing these strategies has the potential to significantly improve students’ speaking skills and overall learning outcomes, particularly in contexts where large class sizes and limited instructional time pose challenges. This project highlights the importance of innovative methodologies to overcome barriers and meet students’ needs effectively.