| The investigation of the relationship between brain executive function and writing skills with the mediating role of self-regulatory English learning strategies |
| Paper ID : 1045-CNF-FULL |
| Authors |
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Atragin sadat Saadatmand * Eglish Language Department,Bahonar center ,Nasibeh,Farhangian University, Tehran. |
| Abstract |
| Executive Functions are a collection of similar and distinct mechanisms that offer individuals in strive self-regulation, emotions, and behavior towards the purpose of Special assistance, according to Miyak et al. (2000)'s integrated and distinct view. Flavell (1979) characterized self-regulation as metacognitive awareness, and Dornyei (2005) called for an emphasis on psychological perspectives in language learning. This research aimed to see whether there was a relationship between executive function deficits and writing abilities, including the mediation of self-regulatory strategies. In this respect, 150 Iranian EFL university students were chosen. In a population of 630 individuals, simple random sampling was used. Students were required to complete a self-regulatory strategy questioner by Wang & Bai (2013) and a questioner of deficiency in the executive function of the brain by Barkley (2011), and also compose seven pieces of writing in general genre during the course. The research method was a descriptive type of correlation. Structural equation modeling was used to interpret the results. The factor structure considered for the research model was acceptable, and the research model has a good fit. The findings of the study revealed that there is a 0.01 correlation among research variables. The different executive functions of the brain should be taken into account when developing writing skills and these differences can be improved by employing English language learning strategies. |
| Keywords |
| Key words: brain executive function, self-regulatory English learning strategies. |
| Status: Accepted |