Abstract
Abstract This quasi-experimental study examined the impact of a Brain-Based Learning Approach (BBLA) on reading attitude and self-efficacy among English as a Foreign Language (EFL) students at Jimma University, Ethiopia. A pretest-posttest control group design was implemented with 109 first-year social science students (experimental: n = 54; control: n = 55). The experimental group received a 16-week BBLA intervention incorporating kinesthetic, visualization, collaborative, and mindfulness strategies, while the control group received conventional instruction. Reading attitude and reading self-efficacy were measured using validated questionnaires. Multivariate analysis of variance (MANOVA) revealed significant multivariate effects favoring the experimental group (Wilks’ Λ = 0.160, F(2, 106) = 277.808, p < 0.001). Independent t-tests showed the experimental group significantly outperformed the control group in both reading attitude (t(107) = 10.54, p < 0.001, d = 1.55) and self-efficacy (t(107) = 15.67, p < 0.001, d = 2.30). Paired t-tests confirmed significant within-group improvements for the experimental group. Results indicate BBLA strategies effectively enhance EFL students’ reading motivation and confidence. Implications for curriculum, teacher training, institutional leadership, and national policy are discussed.