Application of brain-based learning theory using graphic organizers for vocabulary improvement for kindergarten students at Rayitos de Luz elementary school, Cuenca

Abstract

This study was designed to analyze the effectiveness of graphic organizers supported by Brain-Based Learning Theory as a methodology to improve English vocabulary acquisition among kindergarten students. After investigating some theories related to children’s language development, this methodology was administered to a group of 14 children from a kindergarten level in 8 sessions over a period of two months. This method focused on the improvement of vocabulary through graphic organizers along with other child-appropriate activities such as: songs, stories, games, chants, rhymes, mother goose, crafts and role plays. This study is based on the idea that graphic organizers are effective tools that help young children make connections in order to store and retrieve new information. The results during the eight sessions and in the post-test showed the positive effects of graphic organizers supported by Brain-Based Learning Theory; therefore, it is considered an alternative approach to teach English vocabulary in an EFL classroom especially to kindergarten students.