This paper explores how insights from neuroscience can enhance English language teaching (ELT) in South Korea, addressing the persistent achievement gap in English proficiency despite its mandatory inclusion in the curriculum. It emphasizes the importance of aligning teaching methods with brain development. By understanding cognitive functions such as motivation, attention, practice, and feedback, educators can create positive learning environments that foster language acquisition. The study highlights
the brain’s plasticity and the need for repeated exposure and production to solidify language skills. Additionally, it discusses how emotions influence learning, with positive experiences enhancing memory and negative ones causing anxiety and avoidance. The paper aims to bridge the gap between neuroscience research and practical classroom applications, offering strategies for effective language
teaching that respect the brain’s natural learning processes.
