the association between iranian efl learners’ brain dominance and their reading comprehension strategies

During different stages of the learning process, differences are observed between individuals, and these are referred to as individual differences in education. the brain dominance of individuals and language learning strategies employed by them are also regarded among individual references. in fact, people are typically different in thinking and doing things as they differ in their brain function. a great deal of studies has been led by psycholinguistics to recognize hemisphere processing during second or foreign language learning. knowing how learning takes place and mental activities that are performed to reflect this on the learning environment during the learning process are important for brain hemisphere preferences and language learning strategies. the current research was designed to examine the associations between iranian efl learners’ brain dominance and their reading comprehension strategies. in order to accomplish these purposes, 60 efl learners from institutes of shiraz city (iran) participated in our research. the sample comprised both male and female learners, who were sampled through the non-probability availability sampling method. after that, to find answers to research questions, the researcher utilized two instruments, including a questionnaire of brain dominance designed by davis, nur, and ruru (1994) and survey of reading strategies (sors) designed by mokhtari and sheorey (2002). the findings emphasized a significantly positive association between learners’ brain dominance and their reading comprehension strategies. moreover, despite a relationship between iranian efl learners’ brain dominance and their reading comprehension strategies respecting learners’ gender, males and females were not significantly different concerning the association between iranian learners’ brain dominance and their reading comprehension strategies.

The Association Between Iranian EFL Learners’ Brain Dominance and Their Reading Comprehension Strategies

During different stages of the learning process, differences are observed between individuals, and these are referred to as individual differences in education. The brain dominance of individuals and language learning strategies employed by them are also regarded among individual references. In fact, people are typically different in thinking and doing things as they differ in their brain function. A great deal of studies has been led by psycholinguistics to recognize hemisphere processing during second or foreign language learning. Knowing how learning takes place and mental activities that are performed to reflect this on the learning environment during the learning process are important for brain hemisphere preferences and language learning strategies. The current research was designed to examine the associations between Iranian EFL learners’ brain dominance and their reading comprehension strategies. In order to accomplish these purposes, 60 EFL learners from institutes of Shiraz city (Iran) participated in our research. The sample comprised both male and female learners, who were sampled through the non-probability availability sampling method. After that, to find answers to research questions, the researcher utilized two instruments, including a questionnaire of Brain Dominance designed by Davis, Nur, and Ruru (1994) and Survey of Reading Strategies (SORS) designed by Mokhtari and Sheorey (2002). The findings emphasized a significantly positive association between learners’ brain dominance and their reading comprehension strategies. Moreover, despite a relationship between Iranian EFL learners’ brain dominance and their reading comprehension strategies respecting learners’ gender, males and females were not significantly different concerning the association between Iranian learners’ brain dominance and their reading comprehension strategies.