الفهرس 
Chapter 1. The Problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
The present study aimed at investigating the effectiveness of an EFL brain- based learning program in enhancing listening and reading comprehension skills of secondary school students with different learning styles. One hundred and twenty students were chosen from among a larger population enrolled in first year secondary school in Minia. The participants were randomly selected and were divided into four groups representing four classes each consisting of 30 females; two experimental groups (visual and auditory ones) and two control groups (visual and auditory ones). The study followed the pre- post quasi experimental group design. The experimental group followed the brain based learning program while the control group was taught following the plan prescribed by the ministry of education in Egypt. The instruments of the study included an inventory of learning styles, an interview for identifying the type of instruction students receive and whether it accommodates with their learning styles or not, a questionnaire on using brain- based learning inside the classroom, an interview for evaluating the difficulty in listening and reading comprehension skills, a questionnaire for identifying listening and reading comprehension skills, pre- post listening comprehension test, and pre- post reading comprehension test. Results of the study revealed that the experimental groups significantly surpassed the control ones on the post listening and reading comprehension tests. Data obtained in the pre- and post- tests were analyzed using (t. Test, and Cohen’s d). It was concluded that using Brain- Based Learning program helped students develop their listening and reading comprehension skills.