<h4>Background</h4>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.<h4>Objective</h4>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.<h4>Methods</h4>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).<h4>Results</h4>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.<h4>Conclusions</h4>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 study examines the critical role of the four fundamental language skills—listening, speaking, reading, and writing—in second language teaching and learning contexts. Through a comprehensive analysis of current pedagogical approaches and empirical evidence, this research investigates how the integration of these skills enhances language acquisition outcomes. The study employs a mixed-methods approach, analyzing data from 240 ESL learners across different proficiency levels to determine the effectiveness of integrated skills instruction versus isolated skills teaching. Results indicate that integrated approaches to the four skills yield significantly higher language proficiency gains (p < 0.001) compared to traditional segregated instruction methods. The findings reveal strong correlations between listening and speaking skills (r = 0.78), and reading and writing skills (r = 0.82), while cross-modal correlations demonstrate the interconnected nature of language learning. This research contributes to the growing body of literature supporting holistic language instruction methodologies and provides practical implications for curriculum design and teacher training programs.

This study examines the interplay between anxiety and Task-Based Language Teaching (TBLT) in the context of Second Language Acquisition (SLA). It identifies anxiety as a critical factor hindering adult learners’ progress in acquiring English as a foreign language. Using the Foreign Language Classroom Anxiety Scale (FLCAS), data were collected from 150 intermediate-level EFL learners in the UAE. Results showed anxiety levels decreased over time when TBLT was used. The most significant predictor was age, and older learners experienced higher anxiety. The results highlighted the need for a supportive learning environment and that technology be utilised as measures to reduce anxiety. These results support the use of TBLT for improving practical language skills; however, reducing anxiety to maximise overall outcomes during the language-learning process. This study indicates the need for further research on differences between individual learners and the role of the instructor in controlling classroom anxiety.

In recent years, the effectiveness of second language acquisition has earned widespread scholarly attention, yet research on improving pedagogical approaches and learning outcomes from cultural perspectives remains insufficient. This paper examines the multidimensional impact of cultural background differences on both teaching methodologies and efficacy in second language acquisition. The analysis reveals that cultural values (e.g., collectivism vs. individualism) significantly influence classroom interaction patterns and student engagement; the choice of pedagogical approacheswhether standardized language instruction or contextualized immersive teaching reflects distinct emphases on linguistic accuracy and communicative competence, respectively; traditional educational concepts (such as "respect for teachers and reverence for knowledge") shape perceptions of teacher-student roles and instructional behaviors. Regarding acquisition outcomes, learners from diverse cultural backgrounds exhibit notable differences in language knowledge mastery, practical application skills, and learning motivation. Based on these findings, this study proposes enhancing teachers' cultural sensitivity, promoting contextualized and integrated teaching strategies, and fostering inclusive classroom environments to facilitate the synergistic development of intercultural understanding and linguistic proficiency.

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 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…

This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then, it reviews the studies concerning wikis as a tool for collaborative language learning. The study concludes that the use of wikis improves basic language skills, encourages positive perceptions of learning, increases motivation, provides opportunities to practice autonomy, and enhances inquiry learning and critical thinking, although they appear to have no effect on cultural proficiency. More importantly, Wikis appear to be an advantageous tool for improving writing, and may have additional benefits in developing literacy in multilingual contexts where access to minor languages in the educational process is limited. The paper ends with practical recommendations for teachers and researchers.

This study presents a review of the literature that examines WebQuests as tools for second-language acquisition and foreign language-learning processes to guide teachers in their teaching activities and researchers in further research on the issue. The study first introduces the theoretical background behind WebQuest use in the mentioned processes. It then reviews studies that examine WebQuests as tools used in second-language acquisition and foreign language-learning processes. The study concludes that WebQuest use improves interaction, communication, critical thinking, knowledge application, social skills, scaffolded learning, higher order thinking skills and problem-solving skills. Moreover, WebQuests help learners to acquire and learn linguistic and extra-linguistic knowledge in a secure atmosphere in the processes of second-language acquisition and foreign language learning. Second, the results of the reviewed studies show that WebQuests have positive effects on reading skills and vocabulary knowledg...