Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia
DOI:
https://doi.org/10.4312/elope.18.2.205-224Keywords:
dyslexia, learning self-regulation, English tenses, English as a foreign language, executive function strategies, verb gap-fill tasksAbstract
Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.
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Altemeier, Leah, Janine Jones, Robert D. Abbott, and Virginia W. Berninger. 2006. “Executive Functions for Reading and Writing in Typical Literacy Development and Dyslexia.” Journal of Clinical and Experimental Neuropsychology 30 (5): 588–606. https://doi.org/10.1080/13803390701562818.
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