A program based on Executive Language Function and Generative Learning for developing Vocabulary Knowledge-via Reading Comprehension among secondary stage students

This study explores the efficacy of using A program based on Executive Language Function and Generative Learning for developing Vocabulary Knowledge-via Reading Comprehension among EFL secondary stage students. The research investigates whether a program based on Executive Language Function and Generative Learning enhances vocabulary knowledge –via reading comprehension compared to traditional methodologies. A quasi-experimental design is employed, assigning participants to executive language function and generative learning instruction group and a control group receiving standard instruction. Pre- and post-tests evaluate vocabulary knowledge – via reading comprehension in both groups. The study anticipates statistically significant improvement in vocabulary knowledge for the executive language and generative learning group compared to the control group. This would suggest a positive influence of a program based on Executive Language Function and Generative Learning on EFL learners' oral vocabulary knowledge development. Key Words: Executive language function, vocabulary knowledge , reading comprehension .