NEUROSCIENCE-INFORMED INSTRUCTION AND ITS IMPACT ON COGNITIVE ENGAGEMENT AND EXECUTIVE FUNCTION AMONG EFL LEARNERS
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In many EFL classrooms, teachers still rely on traditional, teacher-centred practices that may not fully support how the brain learns. Neuroscience-informed instruction (NII) has been proposed as an approach that may help improve learners’ attention and self-control during learning. This study examined the extent to which NII may influence Iranian EFL learners’ cognitive engagement and executive function. Using a quasi-experimental design, twenty-eight intermediate learners in two intact classes at a private language institute in Kerman, Iran, were assigned to an experimental group receiving NII and a control group taught through conventional practices. NII strategies included spaced repetition, emotionally meaningful tasks, multimodal activities, and guided reflection. The control group followed textbook-centred instruction. Cognitive engagement and executive function were measured using the Cognitive Engagement Subscale of the Classroom Engagement Inventory and the Executive Function Index. Results indicated greater improvement in both variables for the experimental group. Although effect sizes were substantial, they should be interpreted cautiously given the small sample and intact-class design. The findings suggest that carefully structured NII may support learners’ mental involvement and self-regulation in EFL contexts. Implications and recommendations are discussed.
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