Effectiveness of Using Brain Based Learning in Developing English Oral Communication Skills of Visual Disability Students | ||||
| BSU-Journal of Pedagogy and Curriculum | ||||
| Volume 3, Issue 6, June 2024, Page 291-314 PDF (620.56 K) | ||||
| Document Type: Original Research | ||||
| DOI: 10.21608/bsujpc.2025.298937.1049 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
mostafa helmy fathelbab  1; Prof. Heba Mohamed2; Prof. Eid AbdElwahed3
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| 1faculty of education beni suef university | ||||
| 2Faculty of Education, Beni Suef University | ||||
| 3professor of curriculum& instruction of (EFL) faculty of Education, Minia university Head of the Executive institute of the General Authority for literacy and Adult Education, Egypt | ||||
| Abstract | ||||
| In today's world, effective oral communication skills are essential for success in education, careers, and personal relationships. However, students with visual disabilities often face challenges in developing these skills due to their reliance on visual aids. This study investigates the effectiveness of Brain-Compatible Learning (BBL) as a teaching approach to enhance English oral communication skills in students with visual impairments. BBL emphasizes engaging multiple senses and using diverse learning strategies to reinforce language learning. This research adopts a quasi-experimental design with pre-test and post-test control groups, conducted at the 1st secondary school, Al-Nour and Al-Amal for Blinds, Beni-Suef governorate, during the 2023/2024 school year. The study involved 30 students divided into treatment and control groups, each consisting of 15 students. The treatment group received BBL-based instruction, while the control group followed traditional teaching methods. The instructional program spanned three months, with 18 sessions held twice a week. Results indicated significant improvements in the treatment group's English oral communication skills. For the post-test, the treatment group showed the following mean score improvements with corresponding t-values (all significant at the p < 0.05 level): pronunciation (mean difference 3.800, t = 26.252), vocabulary (mean difference 4.667, t = 37.041), grammar (mean difference 3.933, t = 21.647), fluency (mean difference 4.333, t = 20.555), listening comprehension (mean difference 3.533, t = 26.500), and communication strategies (mean difference 4.467, t = 33.500). The findings suggest that BBL is a highly effective approach for teaching English oral communication skills to visually impaired students. | ||||
| Keywords | ||||
| brain based learning; English oral communication skills; visual disability students | ||||
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