Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia

Authors

  • Simona Podobnik Uršič University of Ljubljana
  • Karmen Pižorn University of Ljubljana

DOI:

https://doi.org/10.4312/elope.18.2.205-224

Keywords:

dyslexia, learning self-regulation, English tenses, English as a foreign language, executive function strategies, verb gap-fill tasks

Abstract

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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References

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Published

29.12.2021

How to Cite

Podobnik Uršič, S., & Pižorn, K. (2021). Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia. ELOPE: English Language Overseas Perspectives and Enquiries, 18(2), 205–224. https://doi.org/10.4312/elope.18.2.205-224

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English Language and Literature Teaching