Optimizing Arabic Listening Skills: A Systematic Review and the Proposal of an Integrated Sug-gestopedic Brain-Based Learning (ISBBL) Model
Abstract
Proficiency in Arabic listening skills (maharah istima') is foundational for language acquisition, yet learners often face significant psychological barriers, such as foreign language anxiety, which traditional pedagogical methods may fail to adequately address. While humanistic approaches like Suggestopedia aim to lower affective filters, a systematic framework that grounds its techniques in modern neuroscience is needed. This study aims to bridge this gap by developing a coherent pedagogical framework that integrates the affective strategies of Georgi Lozanov's Suggestopedia with the neuroscientific principles of Brain-Based Learning (BBL). A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. A comprehensive search of academic databases for literature on Suggestopedia, BBL, neurolinguistics, and listening comprehension acquisition was performed, followed by a rigorous screening and thematic analysis process to synthesize the findings. The analysis revealed profound synergies between Suggestopedia's techniques (e.g., positive suggestion, concert sessions, peripheral learning) and BBL's core principles (e.g., relaxed alertness, orchestrated immersion, emotional engagement). The synthesis demonstrates that Suggestopedia can be conceptualized as an intuitive precursor to BBL. The primary outcome of this synthesis is the formulation of the Integrated Suggestopedic Brain-Based Learning (ISBBL) model—a novel, five-phase cyclical framework (Affective Priming, Thematic Immersion, Active Concert, Passive Concert, and Playful Activation) designed to systematically guide learners from high anxiety to a state of relaxed, active engagement. The proposed ISBBL model provides educators with a practical, evidence-based framework that operationalizes the integration of Suggestopedia and BBL. By grounding Suggestopedia's intuitive methods in educational neuroscience, this model offers a novel and structured approach to overcoming affective barriers and enhancing the effectiveness of Arabic listening instruction. Further empirical research is recommended to validate the model's efficacy in classroom settings.
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