The Investigation of the Relationship between Brain Executive Function and Writing Skills with the Mediating Role of Self-Regulatory English Learning Strategies

Based on the integrated and Distinctive view of Miyak et al. (2000), Executive Functions are a set of related and distinct structures that allow individuals to strive for self-regulation, thoughts, and actions towards the goal of Special help. Self-regulation as metacognitive knowledge as defined by Flavell (1979) and follows Dornyei’s (2005) call to focus on the psychological perspectives of language learning. This study aimed to explore the relationship between a deficiency in the executive function of the brain and writing skills through the mediation of self-regulatory strategies. In this study, 150 Iranian EFL university students were selected. Using Simple random sampling of a population of 630 .they were asked to fill out a self-regulatory strategy questioner by Wang and Bai (2013) and a questionnaire of efficacy in the executive function of the brain by Barkley (2011) and during the course, students were asked to write 7 pieces of writing in the General genre. The study Method was a Descriptive type of correlation. Structural equation modeling was used to analyze data. The research model had a good fit and the factor structure considered acceptable. The results of the study showed that there was a correlation among research variables at the level of 0.01. Considering individual differences, including executive function of the brain, and improving these differences by applying English language learning strategies can be effective in increasing writing skills