Abstract/Hauptbeschreibung (Englisch)

The purpose of this study is to determine how brain-based learning theory might help Iraqi EFL students improve their vocabulary acquisition in secondary education. In order to fulfill the current study's objective, the following hypothesis has been proposed: On the vocabulary acquisition post-test, there are no statistically significant differences (á≤0.05) between the mean scores of the experimental group, which receives instruction based on the brain-based learning theory, and the control group, which receives instruction in accordance with traditional methods. The present study is limited to “the 4th secondary school female students in Al-aadnanyia secondary school for girls in Baaquba City”, for the academic year 2023-2024. The sample of the study was (84) female students, 43 students as the experimental group and 41 as the control group. Then, using statistical manipulation of a variety of variables, including age, parents' educational attainment, English accomplishment scores from the prior year, and pretest achievement scores, it is ensured that the two groups are equivalent. The validity of the pre- and post-tests was determined by exposing them to jury members who are experts in linguistics and EFL. The Kuder Richardson-20 Formula (0.86) has been used to ensure the test's dependability. The results of the test's statistical analysis show that the experimental group performed better on the post-test and that there are statistically significant differences between the two groups' mean scores. The researcher has come to the conclusion that applying the brain-based learning theory has inspired students, piqued their curiosity, and enhanced their involvement in vocabulary acquisition activities. Students now feel more self-assured, independent, and driven, which reflects in their capacity to perform better. According to the study, teachers should use the brain-based learning theory to teach English in a low-stress, relaxing setting.