چكيده
This study examined the effect of brain-based learning models on Iranian EFL learners’ vocabulary and autonomy in flipped and blended classrooms. Among 400 population of the high school, 150 participants were chosen randomly and given Oxford Placement Test (OPT), so the design of the research was True-experimental. The data was collected using Oxford Placement Test (OPT), Based on their scores on OPT, 100 female 15-18 years participants, Farsi as their mother tongue and studying English in the intermediate level of proficiency in Andisheh Parsian high school, were selected. The participants were divided to four groups, the first group as Experimental 1, dealing with flipped Learning, the second group as Experimental 2 dealing with Blended Learning classroom, the third group as Control Group dealing with Flipped Classroom and the fourth group as Control Group dealing with Blended Learning Classroom. Firstly, the Autonomy Questionnaire was used to investigate the homogeneity of the participants in terms of their autonomy. Vocabulary Knowledge Scale as the next step was used, in which among 100 vocabularies given to 100 participants, 80 words which were unfamiliar and unknown to the learners, were taught. In a way, there were 10 sessions treating 80 vocabularies in four different groups: After the treatment sessions, there were another Autonomy Questionnaires as the post-test (the same as previous one) and Vocabulary Post Test. These findings indicated the significant role of the brain-based learning model in enhancing language learners’ vocabulary learning and autonomy in flipped and blended classrooms. The study suggests that the model is equally effective in flipped and blended classrooms, which provides valuable guidance to educators to implement brain-based strategies. The implications can guide educators and curriculum developers in designing instructional strategies that improve language learning experiences.
