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Title:
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NEUROSCIENCE AND NEURO-PEDAGOGICAL INSIGHTS: ENHANCING ENGLISH LANGUAGE LEARNING THROUGH MULTIPLE INTELLIGENCES
AND AI-SUPPORTED DIAGNOSTIC MODELS |
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Author(s):
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Jessica Vanessa Balderas Villafranca, Olga Laura Rosas Sánchez and Hugo Ernesto Vargas Rodríguez |
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ISBN:
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978-989-8704-72-6 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2025 |
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Edition:
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Single |
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Keywords:
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Multiple Intelligences, Artificial Intelligence, Neuroscience, ESL, Personalized Learning, Teacher Training |
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Type:
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Short Paper |
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First Page:
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427 |
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Last Page:
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430 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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This short paper reports the findings of a semester-long intervention with 60 pre-service teachers of the Bachelor in
Preschool Education at the Escuela Normal Lic. J. Guadalupe Mainero, Matamoros, Tamaulipas. The study explored the
integration of Multiple Intelligences (MI), neurocognitive principles, and AI-driven diagnostics in English as a Second
Language (ESL) learning, using the Cambridge Interchange 1 textbook (Units 1-5). Students, initially diagnosed at
CEFR A2 level, engaged with AI tools designed to enhance specific neurocognitive functions (working memory,
sustained attention, visual-spatial processing, auditory processing) aligned with their MI profiles. AI-driven apps such as
Socratic, Reflectly, ThingLink, Elsa Speak, and LyricsTraining were used to personalize grammar, vocabulary, listening,
and speaking activities. Results indicate that 65% of participants progressed to B1 level, with significant gains in
listening and speaking, and increased motivation and self-regulation. This study highlights the potential of combining
neuroscience, AI, and MI theory for personalized ESL instruction in teacher education.
The increasing convergence between cognitive neuroscience and artificial intelligence is reshaping the way we approach
language education. This short paper builds on a previously implemented pedagogical intervention that combined
Howard Gardner's Multiple Intelligences Theory and AI-driven diagnostics in English as a Second Language (ESL)
classrooms in Mexico. In this extended phase, the focus shifts to how neurocognitive principlesspecifically, executive
functions and working memorycan further personalize learning experiences and enhance student motivation and
performance.
Preliminary findings indicate significant gains in student engagement and progress, especially among those previously
categorized as low-level learners. This approach promotes just-in-time learning and reinforces self-regulationcritical
for language acquisition. The paper reflects on practical implications and future pathways for integrating neuroscience,
AI, and differentiated pedagogies in teacher education programs. |
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