Neuroeducational strategies in English language learning: a systematic review

Abstract

This systematic review analyzed existing research on neuroeducational strategies applied to English language learning to identify their theoretical foundations, practical applications, and effectiveness across diverse learning contexts. The study aimed to identify the main neuroeducational strategies used in English language learning and to synthesize the main findings, research trends, and existing gaps in the literature on neuroeducation and English language learning. A qualitative, documentary systematic review was conducted following the PRISMA methodology, searching databases including Scopus, Web of Science, ERIC, SciELO, and Redalyc for peer-reviewed studies published between 2016 and 2026. Thirty studies were extracted and analyzed through a structured data extraction matrix that recorded study characteristics, strategies employed, language skills addressed, and key outcomes. Findings revealed that memory and retention strategies, particularly spaced repetition, dominated the literature, while listening and reading comprehension remained significantly underexplored compared to vocabulary and writing. Additionally, a persistent gap was identified between teachers' positive attitudes toward neuroeducation and their limited formal training to apply it in the classroom. The review concluded that neuroeducational strategies offered strong theoretical support for brain-compatible English teaching, although evidence was unevenly distributed across language skills, with receptive skills receiving considerably less attention than productive ones.