Investigating Different Memory Pathways L2 Learners use: A Practical Application to the Brain Compatible Learning

Memory is not a single entity. It is a gift of Mother Nature the ability of living organisms to retain and to utilize acquired knowledge. Memory is precisely related to learning, in that memory in biological systems entails learning and that learning implies retention of such information. Memory can be divided into multifaceted systems. The renaissance of encephalon compatible learning applies the new brain research to teaching and learning. This revolution will change school start times and discipline, continuous assessment, teaching strategies, budget priorities, classroom ambience, use of hi-tech, and even the way we think of physical education. But before considering the practical applications of this research, it is necessary to have a useful model for deciphering it. This study investigates the memory pathways that a group of EFL learners in Iran were inclined to use, the factors affecting this, and conscious recollection/retrieval in learning second language. The researcher studied the individuals’ memory/learning readiness before going to school, investigated their memory self-efficacy, and determined which memory pathway(s) was/were preferred by L2 learners. The researcher gathered data using three instruments, researcher made Self-report Measure of Memory (SRMM), Bandura’s Memory Self- Efficacy Questionnaire (MSEQ) followed by the researcher-made Selfreport Memory/learning Readiness Interview (SMRI). Both descriptive statistics (mean scores, variances, standard deviations, and frequencies) and inferential statistics were run on the data. The results of the first instrument (SRMM), the interview (SMRI), and MSEQ were in agreement with theories, experiments, and hypotheses mentioned