ISSN: 2222-6990
Open access
This research investigates neuro-informed methods of inspiring struggling English as a Second Language (ESL) readers through the integration of findings from cognitive neuroscience into reading. Adopting qualitative research, the research utilises document analysis to analyse peer-reviewed publications, theoretical frameworks, and real-world applications of neuroscience in learning ESL. Key results indicate the importance of multisensory learning, improving motivation through the brain's reward system, and emotional control strategies in enhancing reading competence. Personalised interventions, including adaptive learning technologies and scaffolding approaches, are also highlighted to effectively cater to individual learning requirements. The results imply that incorporating neuroscience into ESL reading instruction can increase student engagement, enhance motivation, and improve literacy achievement. This study offers important insights to teachers who are looking to introduce evidence-based strategies to assist struggling readers, and it calls for ongoing investigation into neuroscience-based approaches to language acquisition and literacy.
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