Suggestopedia: A Relaxed and Immersive Language Learning Environment

Authors

  • Mustafa Altun English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq

DOI:

https://doi.org/10.23918/ijsses.v10i2p278

Keywords:

Suggestopedia, Relaxation, Receptive, Immersive Learning Environment

Abstract

Suggestopedia is based on the idea that learning is most effective in a relaxed, and comfortable environment with music. It employs a range of techniques such as music, drama, and visualization to create learners an immersive and engaging learning environment. Suggestopedia uses the power of suggestion to eradicate negative feelings that hamper learning. Positive affirmations and suggestions are significant tools not only for the development of self-confidence but also their belief in their ability to learn which is a key factor for success. This review paper attempts to explore the advantages of employing Suggestopedia in language learning.

References

Altun, M., & Hussein, K. O. (2022). The impact of watching movies on students’ speaking ability. Canadian Journal of Language and Literature Studies, 2(5), 14–31. https://doi.org/10.53103/cjlls.v2i5.52

Fasuba, A. F. (2022). Storytelling method of instruction and students’ gender in christian religious studies in Ekiti State public secondary schools. Canadian Journal of Educational and Social Studies, 2(5), 120–126. https://doi.org/10.53103/cjess.v2i5.66

Friday, E. (2022). Music listening as a purposeful reading strategy among undergraduates in South West, Nigeria: Implication for discourse comprehension. Canadian Journal of Educational and Social Studies, 2(5), 111–119. https://doi.org/10.53103/cjess.v2i5.60

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Villamin, A.M., Salazar, E.L., Bala, E.C., & Sunga, N.R. (1994). Innovative strategies in communication arts. Quezon City, QC: Phoenix Publishing House, Inc.

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Published

10.04.2023

Issue

Section

Articles

How to Cite

Altun, M. (2023). Suggestopedia: A Relaxed and Immersive Language Learning Environment. International Journal of Social Sciences & Educational Studies, 10(2), 278-281. https://doi.org/10.23918/ijsses.v10i2p278

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