Abstract
Almost without exception, adult second language (L2) learners fail to acquire an L2 to a comparable level of proficiency as their first language (L1). In part, traditional teaching approaches fail to address this issue or adapt to the equipotential brain. In light of this, this research attempted to explore language acquisition from a neuroeducation perspective. Accordingly, a neuroeducation program was developed which draws on concepts from neuroscience. The neuroeducation program was developed based on the LIRRA neuroeducational model which was proposed to automatize L2 and improve language acquisition for late learners. The program hinged on reiterative implicit exposure of lexical phrases in an attention- and reward- stimulating setting. This was to allow for procedural memory processing (like in L1) where L2 becomes automatized. In this regard, in a pre-post design, 30 English intermediate-level undergraduates were enrolled to the study. The program was a computerized online one encompassing 23 sessions and was implemented using a variety of engaging techniques such as games, riddles, and interactive readings. The outcomes were measured using a pre/post-test comprising three sections: a lexical-phrases production test, a reading proficiency test, and a writing test. The results revealed that the students showed a significant speed-up performance and considerable automaticity gains. Additionally, students showed a significant improvement in their acquisition of L2 lexical phrases and their reading proficiency. This research holds a promising future for the implementation of neuroeducation programs in language learning and for self-directed learning.