Raziyeh Bahri Roudposhti; Taqi Al Abdwani
Abstract
Executive functions of the brain as a suite of cognitive skills implemented to perform cognitive processes, especially during education, have been of great interest in recent years. Considering this issue, there has been a bulk of investigations on the role of executive function on academic achievement ...
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Executive functions of the brain as a suite of cognitive skills implemented to perform cognitive processes, especially during education, have been of great interest in recent years. Considering this issue, there has been a bulk of investigations on the role of executive function on academic achievement at school and earlier times through childhood. In this systematic review paper, a history of existing literature on different studies on the relationship between executive function and its prominence in learning excellence and the ways to improve it effectively was compiled and debated. This study found noteworthy executive functions such as working memory manipulation, planning, task switching, attention shifting, inhibitory control, and cognitive flexibility experienced while engaging in different activities. Furthermore, the paper examined the debatable role of socioeconomic status and bilingualism in executive function. Finally, different intervention programs were reviewed and discussed to enhance the brain's executive functioning.
Ahmad Fawad Kakar
Abstract
This qualitative study aimed to investigate Afghan EFL instructors’ perspectives towards the elites’ personal and professional lives under the unstable socio-political situation of Afghanistan, and their impact on university students’ academic achievements. The data were collected through ...
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This qualitative study aimed to investigate Afghan EFL instructors’ perspectives towards the elites’ personal and professional lives under the unstable socio-political situation of Afghanistan, and their impact on university students’ academic achievements. The data were collected through semi-structured face-to-face interviews with 11 EFL instructors of Herat University, Afghanistan. The data were analyzed thematically considering themes such as individual, society, and politi-cians’ as well as authorities’ sapioemotionality. The findings indicated that individual sapioemotionality is high; Afghans appreciate and encourage elites. However, the society’s and politicians’ sapioemotionality is low. The unstable socio-political situation of Afghansitan has always had a negative impact on the professional and personal lives of elites, as a result of this chaotic situation a vast majority of elites and academics fled Afghansiatn and migrated to Western and European countries. The findings also showed that the elites play a positive role in encouraging students’ academic performance. The study’s implications and further research directions were also discussed.
Maryamsadat Tabatabaeian; Shahin Nematizadeh
Abstract
Studies on memory have been around for more than a century now. Yet, there is no agreement on its definition and categorization. It seems that memory and learning are highly correlated, and teaching techniques can lead to memory enhancement as they can facilitate information storage and retention. While ...
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Studies on memory have been around for more than a century now. Yet, there is no agreement on its definition and categorization. It seems that memory and learning are highly correlated, and teaching techniques can lead to memory enhancement as they can facilitate information storage and retention. While scholars have highlighted the importance of cooperative and research-based teaching methods for memory enhancement, as these techniques help episodic memory store information, the importance of semantic memory and the way it stores information cannot be ignored. The current article aims to review different memory systems and their functions concerning education and learning. It describes teaching techniques that facilitate memory and learning. Finally, it recommends techniques for certain instructional settings and highlights the importance of adapting one’s teaching techniques to the learners’ needs and desires.
Saba Hasanzadeh
Abstract
This review looks at a book released by Routledge in 2024 that advocates for a thorough framework and educational approach by synthesizing the theories of Piaget, Bruner, and Vygotsky with empirical research on learning, cognitive growth, and intellectual capacities. It promotes a thorough framework ...
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This review looks at a book released by Routledge in 2024 that advocates for a thorough framework and educational approach by synthesizing the theories of Piaget, Bruner, and Vygotsky with empirical research on learning, cognitive growth, and intellectual capacities. It promotes a thorough framework and teaching strategy to enhance students' cognitive processes and highlights the critical role that both individual and social construction play in the learning process. The book delves into various subjects, including difficulties in learning, distinct cognitive skills in people, the growth and structure of the human mind, and how personality traits impact cognitive functions. It also looks at the practical applications of educational theory in areas like language and mathematics, as well as impediments to learning and satisfying students’ different needs. The significance of incorporating cognitive development principles into curriculum design and matching educational aims with cognitive development phases is one of the book’s main points, leading educators to enhance their students' mental development and enhance their educational experiences. By taking into account the social implications and prospects of education, the book also discusses the larger framework of learning. For educators, researchers, and anyone else interested in putting guided constructivist learning approaches into practice to maximize the potential of the growing mind, it offers insightful information.
Zahra Koohestanian; Tahereh Zamani Bahabadi
Abstract
The present study, as a mixed-methods study, aimed to identify the possible predictors of teacher emotions in active/passive motivation components and analyze teachers’ reactions to the role of active/passive motivation in their teaching emotions. In doing so, a number of 145 EFL teachers participated ...
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The present study, as a mixed-methods study, aimed to identify the possible predictors of teacher emotions in active/passive motivation components and analyze teachers’ reactions to the role of active/passive motivation in their teaching emotions. In doing so, a number of 145 EFL teachers participated in the quantitative part of the study, and a pool of six teachers participated in the qualitative phase of the study, using purposive sampling. A number of instruments were used to measure active/passive motivation and teacher emotions. The Pearson product-moment correlation, multiple regression, and the semi-structured interviews were conducted to analyze the data. The results showed that there was a positive relationship between active/passive motivation and teacher emotions. Moreover, the results revealed that the best predictor of teacher emotions in active/ passive motivation components was active/cognitive motivation. Following the intercoder reliability, the results emerged from the interviews included nine common codes. Finally, the study offered some practical implications for EFL learners and teachers.
