Background: Multicultural education and second-language acquisition engaged neural networks, supporting executive function, memory, and social cognition in adulthood, represent powerful forms of brain-inspired multisensory learning. The neuroeducational framework integrates neuroscience with pedagogical practice to understand how linguistically and culturally rich environments drive neuroplasticity and cognitive adaptation in adult learners. Objective: This systematic review synthesizes findings from 80 studies examining neuroplasticity and cognitive outcomes in adults undergoing multicultural and second-language acquisition, focusing on underlying neural mechanisms and educational effectiveness. Methods: The analysis included randomized controlled trials and longitudinal studies employing diverse neuroimaging techniques (fMRI, MEG, DTI) to assess structural and functional brain network changes. Interventions varied in terms of immersion intensity (ranging from limited classroom contact to complete environmental immersion), multimodal approaches (integrating visual, auditory, and kinesthetic elements), feedback mechanisms (immediate vs. delayed, social vs. automated), and learning contexts (formal instruction, naturalistic acquisition, and technology-enhanced environments). Outcomes encompassed cognitive domains (executive function, working memory, attention) and socio-emotional processes (empathy, cultural adaptation). Results: Strong evidence demonstrates that multicultural and second-language acquisition induce specific neuroplastic adaptations, including enhanced connectivity between language and executive networks, increased cortical thickness in frontal–temporal regions, and white matter reorganization supporting processing efficiency. These neural changes are correlated with significant improvements in working memory, attentional control, and cognitive flexibility. Immersion intensity, multimodal design features, learning context, and individual differences, including age and sociocultural background, moderate the effectiveness of interventions across adult populations. Conclusions: Adult multicultural and second-language acquisition represents a biologically aligned educational approach that leverages natural neuroplastic mechanisms to enhance cognitive resilience. Findings support the design of interventions that engage integrated neural networks through rich, culturally relevant environments, with significant implications for cognitive health across the adult lifespan and for evidence-based educational practice.

This pilot study investigated university-level intermediate Spanish learners’ (n=16) explicit knowledge about a contrast in grammatical aspect (preterite/imperfect) after they received rule-based explicit instruction. Prior studies have found that learners’ explicit knowledge about preterite and imperfect includes partially understood rules, which can have long-lasting effects on their performance, so it is important to investigate the disconnect between what is taught and what is learned. Learners completed a cloze test and then introspected about their performance. The data were analysed qualitatively and compared to verbalisations of L1 Spanish speakers (n=6). Four main themes emerged: learners failed to learn the concept of grammatical aspect, they demonstrated confusion about lexical aspect, they attributed the difference between preterite and imperfect to a binary system of lexical aspect feature complexes based on duration of the verb/predicate, and they relied on self-developed categorical rules about adverbial markers. Suggestions for modifications to the conventional pedagogical rules are offered.

This research study examined the manner in which English as a Foreign Language (EFL) learners' willingness towards writing, grammatical construction, and lexical bundle acquisition were affected by language of AI-generated corpora. Eighty EFL students from China's Baotou Teachers' College participated in a repeated-measures quasi-experimental study and were split into controlled and trial groups. During the span of the 14-sessions, the experimental cohort underwent education that utilized AI-driven corpora, whereas the controlled cohort was instructed through traditional textbooks. Data were collected using pre- and post-treatment assessments, including tests on lexical bundles and grammar, as well as a willingness to write scale. The findings revealed that the trial group's performance was substantially improved than the controlled cohort regarding all outcomes. Specifically, trial group demonstrated higher mean scores for lexical bundles, grammar, and willingness to communicate. Statistical analysis, including mixed ANOVA, confirmed the significant effects of time and group membership on language proficiency and willingness to communicate. These findings suggest that the intervention positively influenced learners' language skills and attitudes toward writing. The interaction effects of time and group membership further highlighted the nuanced relationship between instructional interventions and learner outcomes. The study underscores the importance of integrating AI-driven language corpora into language teaching to enhance vocabulary, grammar, and communication skills. Pedagogical implications include the need for dynamic and engaging learning environments, while curriculum developers should consider incorporating data-driven learning approaches. Further research might identify optimal designs for learning and investigate its long-term impacts associated with such interventions. Policies should support equitable access to technology-enhanced language learning resources, promoting more effective language education practices overall.

to acquisition, SLA explores language loss, or second-language attrition, and the impact of formal instruction on learning outcomes. Second language refers Second-language acquisition (SLA), second-language learning or L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners develop their knowledge of second language. SLA research spans cognitive, social, and linguistic perspectives: Cognitive approaches investigate memory and attention processes. Sociocultural the Cognitive approaches investigate memory and attention processes. Sociocultural theories emphasize the role of social interaction and immersion Linguistic studies examine the innate and learned aspects of language. Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of formal instruction on learning outcomes. Interaction also plays an important role in how learning develops during task-based communication. Loewen and Sato (2018) describe interaction as central to second language development and in terms of processes such as input, negotiation for meaning, and learner output.<ref>Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329.</ref> Corrective feedback is treated as a central component of this interaction, as it can draw learners’ attention to linguistic form during communication.<ref>Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329.</ref> In classroom settings, peer interaction provides opportunities for learners to engage in these processes, and learners who provide feedback—such as prompts and recasts—have been shown to improve in both accuracy and fluency.<ref>Lyster, In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of formal instruction on learning outcomes. == Definitions == Second language refers to any language learned in addition to a person's first language; although the concept is called second-language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. SLA is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations. == Research background == The academic discipline of second-language acquisition is a sub-discipline of applied linguistics. It is broad-based and relatively new. As well as the various branches of linguistics, second-language acquisition is also closely related to psychology and education. As such, cognitive theories view second-language acquisition as a special case of more general learning mechanisms in the brain. This puts them in direct contrast with linguistic theories, which posit that language acquisition uses a unique process different from other types of learning. The dominant model in cognitive approaches to second-language acquisition, and indeed in all second-language acquisition research, is the computational model. The computational model involves three stages. In the first stage, learners retain certain features of the language input in short-term memory. The outcome of positive motivation is not only linguistic but non-linguistic, such that the learner has met the desired goal. Although there are many critics of Gardner's model, nonetheless many of these critics have been influenced by the merits that his model holds. The inter-group model proposes "ethnolinguistic vitality" as a key construct for second-language acquisition. Language socialization is an approach with the premise that "linguistic and cultural knowledge are constructed through each other", and saw increased attention after the year 2000. Finally, Norton's theory of social identity is an attempt to codify the relationship between power, identity, and language acquisition. According to Ellis, "It is important to recognize... that this paradigm, despite the label 'sociocultural' does not seek to explain how learners acquire the cultural values of the L2 but rather how knowledge of an L2 is internalized through experiences of a sociocultural nature." === Linguistic factors === Linguistic approaches to explaining second-language acquisition spring from the wider study of linguistics. They differ from cognitive approaches and sociocultural approaches in that they consider linguistic knowledge to be unique and distinct from any other type of knowledge. Cited in Ellis 1994 It is generally agreed that pedagogy restricted to teaching grammar rules and vocabulary lists does not give students the ability to use the L2 with accuracy and fluency. Rather, to become proficient in the second language, the learner must be given opportunities to use it for communicative purposes. This aligns with Krashen's input hypothesis, which proposes that language acquisition occurs exclusively through "comprehensible input", exposure to the language rather than explicit instruction. Language Teaching, 51(3), 285–329.</ref> In classroom settings, peer interaction provides opportunities for learners to engage in these processes, and learners who provide feedback—such as prompts and recasts—have been shown to improve in both accuracy and fluency.<ref>Lyster, R., & Sato, M. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34(4), 591–626.</ref> == Theories == Numerous theories have been proposed not only to describe the phenomena of SLA but also