Abstract Book of the 7th International Conference on Applied Research in Education
Year: 2025
[PDF]
Implementing A Brain-Based Approach to Enhance Undergraduate Students’ Psychological Well-Being in English as a Foreign Language (EFL) Learning in Indonesia: A Conceptual Literature Review
Yulia Puspita Arum
ABSTRACT:
This study explores the implementation of brain-based learning (BBL) to enhance the psychological well-being of undergraduate students in English as a Foreign Language (EFL) learning in Indonesia. Psychological well-being, encompassing emotional and cognitive dimensions, plays a vital role in language acquisition, yet studies reveal low levels among Indonesian undergraduate students. BBL, rooted in neuroscience, offers an innovative approach to addressing this challenge by fostering positive emotional states, creating meaningful learning experiences, and reducing classroom anxiety. Drawing on key principles of BBL and its relevance to the Indonesian curriculum, it synthesises existing literature to examine how BBL can be applied to improve psychological well-being in university EFL settings. The literature was collected from academic databases, including ERIC and Google Scholar, using keywords such as “brain-based learning,” “psychological well-being,” and “EFL learners.” Inclusion criteria focused on peer-reviewed articles published between 2014 and 2024 that examined the application of BBL principles or the psychological dimensions of language learning in higher education settings. The review reveals theoretical and practical gaps in previous studies, particularly the limited focus on the interplay between BBL and psychological well-being in EFL contexts. To address these gaps, this study proposes a conceptual model for integrating BBL into EFL pedagogy to promote emotional well-being and optimise learning outcomes. It includes three critical elements: creating a pleasant classroom environment, providing suitable learning activities, and offering teacher support. It provides valuable insights for university leaders, EFL instructors, and researchers, offering actionable recommendations for leveraging BBL to create supportive and effective learning environments.
Keywords: classroom, emotional-dimensions, learning, neuroscience, university