VietTESOL International Convention 2026

Brain-based learning has been widely discussed in educational research; however, empirical studies on the application of these principles in foreign language classrooms remain limited, particularly in the context of Japanese language teaching in Vietnamese higher education. Most previous studies have primarily focused on presenting the theoretical framework of brain-based learning, while relatively few have systematically examined how these principles can be integrated into teaching practice and how they influence students’ learning outcomes as well as their socio-emotional development. This study addresses this gap by investigating the application of brain-safety-based learning principles in Japanese language instruction at Ho Chi Minh City Open University. The participants were full-time undergraduate students enrolled in an online course titled Japanese for Restaurant and Hotel Services. Based on the theoretical framework proposed by Caine and Caine (1991), the study adopts a mixed-methods research design that combines classroom observations, student questionnaires, and semi-structured interviews with learners. Quantitative data were used to measure students’ learning engagement, knowledge retention, and the emotional climate of the classroom, while qualitative data helped to illuminate students’ learning experiences and instructional practices. The findings indicate that instructional approaches incorporating activities such as role-play and hands-on creative tasks enhance students’ engagement and support more effective language retention. The study provides empirical evidence of the pedagogical value of brain-safety-based learning in foreign language education and suggests directions for designing language classrooms that integrate cognitive engagement and a sense of emotional belonging.