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A1 Mohammed, Dalia Ali Maher Abbass AB The present study was conducted to investigate the impact of using a brain-based learning program for optimizing EFL in-service teachers' professional delivery of instruction. The study used the quasi- experimental research design (pre-post control-experimental design). Thirty-six EFL in-service teachers enrolled in the professional diploma- Methodology Branch- at the Faculty of Education were randomly assigned to two intact groups: experimental (n=18) and control (n=18). The participants in the experimental group only were instructed using a brain-based learning program whereas their counterparts did not receive such training as they received regular instruction. Instruments of the study included a questionnaire of teachers' professional instruction, a checklist of BB lesson design strategies, a test of brain-based learning strategies and a rubric of positivist e-portfolio. The findings revealed that the participants in the experimental group significantly surpassed their counterparts in the control group in the post-performance on the checklist of brain-based lesson design strategies, a test of brain-based learning strategies and a rubric of positivist e-portfolio. (Published abstract) http://search.shamaa.org/abstract_en.gif OP pp. 1-52 T1 Using a brain-based learning program for optimizing EFL in-service teachers' professional delivery of instruction [Article] UL https://maeq.journals.ekb.eg/article_140987_11a792133cc3b2ef12b2dcc3e1adec6c.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif