The Relationship among Brain Executive Function, Reading Comprehension and Vocabulary Learning with the Impact of Self-Regulatory English Learning Strategies

According to Miyake's [۱] integrated and unique perspective, Executive Functions are a set of comparable and different processes that aid humans in self-regulation, emotions, and behavior for the goal of Special assistance. Flavell [۲] Characterized self-regulation as metacognitive awareness, and Dornyei [۳] called for an emphasis on psychological perspectives in language learning. The goal of this study was to investigate if there was a link between executive function impairments, reading comprehension, and vocabulary development, as well as whether self-regulatory strategies mediated the association. ۲۰۰Iranian EFL university students were chosen in this regard. Simple random sampling was utilized on a population of ۱۲۰۰ participants. Students were asked to complete a Wang &Bai [۴] self-regulatory strategy questioner as well as a Barkley [۵] questioner of brain executive function deficit and also studiedseven pieces of reading comprehension and about ۵۰۰ vocabularies during the course. A descriptive form of correlation was used as the study design. The data were interpreted using structural equation modeling. The research model's factor structure was acceptable, and the research model is well-fitting. According to the study's findings, there is a ۰.۰۱ connection between research variables. When improving vocabulary and reading comprehension abilities, arious executive functions of the brain should be considered, and these differences can be enhanced by using English language learning strategies

کلیدواژه ها:

brain executive function ، self-regulatory English learning strategies .