<![CDATA[Brain-based learning (BBL) has shown promise for enhancing English as a foreign language (EFL) learning; however, evidence concerning its application to low-achieving learners in Southeast Asian contexts remains limited. This study examined changes in English proficiency and learning perceptions among low-achieving EFL learners in Indonesia and the Philippines following a BBL intervention. An explanatory sequential mixed-methods design was employed, involving 80 students and 30 teachers equally distributed between the two countries. Achievement tests and perception questionnaires were analyzed using descriptive statistics and paired-samples t-tests, while interview data were analyzed thematically. The findings showed significant improvements in English proficiency across the participating grade levels (p < .001), with large standardized effect sizes (Cohen’s d = 2.08–5.82). Questionnaire findings indicated that 83% of responses were positive, comprising 42% Agree and 41% Strongly Agree. The qualitative findings identified teacher competence, multisensory instruction, and supportive classroom environments as key factors facilitating BBL implementation, while limited training and resources presented notable challenges. The study provides cross-national evidence of changes in EFL proficiency and positive learner perceptions associated with BBL implementation and highlights implications for differentiated instruction in inclusive EFL classrooms, while recognizing contextual and design-related limitations.]]>
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