A Proposed Vision for Developing English Language Teaching in Light of Creative Teaching Skills and Brain-Based Education: A Case Study of Thamar University, Yemen

Ahmed Alshokhada; Ameen  Algamal; Ahmed Alhady

doi:10.53286/6wyhb932

Authors

Ahmed Alshokhada Lecturer of English Literature, Department of English Language, Faculty of Education, Thamar University, Republic of Yemen. https://orcid.org/0009-0002-7170-2301
Ameen Algamal Associate Professor of Linguistics, Department of English Language, Faculty of Education, Thamar University, Republic of Yemen. https://orcid.org/0009-0005-7284-2412
Ahmed Alhady Associate Professor of Social Studies &Teaching Methods, Department of Curricula and Teaching Methods, Faculty of Education, Thamar University, Republic of Yemen. https://orcid.org/0009-0004-3334-777X

DOI:

https://doi.org/10.53286/6wyhb932

Keywords:

Creative teaching skills, Brain-based learning, English language teaching, Thamar University

Abstract

This study proposed a comprehensive framework for enhancing English Language Teaching (ELT) at Thamar University, Yemen, by integrating creative teaching skills and brain-based learning principles. Through employing a quantitative research design, the investigation assessed the extent of implementation of these practices in the EFL classroom. Data were gathered via structured questionnaires administered to a total sample of 110 participants, including 10 English language instructors and 100 undergraduate English as a foreign language (EFL) students from the Faculty of Education at Thamar University. The instruments were validated and their reliability confirmed using appropriate statistical procedures. The collected data were analyzed using SPSS, employing descriptive statistics such as means and standard deviations. Results indicated that instructors demonstrated a moderate level of proficiency in creative teaching skills, while the application of brain-based strategies was limited. The study highlights the gap between contemporary pedagogical theories and actual classroom practices. The study consists of four main sections, a theoretical review, methodology, results and discussion, and a concluding section that proposes a developmental model. The study culminated in a proposed developmental model and practical, context-sensitive recommendations for enhancing ELT, focusing on professional development, curriculum improvement, and institutional support to foster a brain-compatible and creative learning environment at Thamar University.

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