Effects of Integrated Cognitive, Linguistic, and Exercise Program on Executive Function and English Reading Skills of Undergraduate Students
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Abstract
This experimental research aimed to study the effects of an Integrated Cognitive, Linguistic, and Exercise (ICLE) program on Executive Function (EF) and English reading skills of undergraduate students. The sample consisted of 50 undergraduate students aged 19-21 years, randomly assigned into an experimental group receiving the ICLE program and a control group receiving no training, with 25 participants in each group. The research instruments included: 1) ICLE program, 2) English reading skill exercises, 3) Psychology Experiment Building Language (PEBL) computerized test measuring three aspects of EF: shifting, working memory, and inhibition, and 4) English reading test. The content validity of the ICLE program, English exercises, and English reading test was evaluated by five experts, yielding S-CVI values of 0.93, 1.00, and 1.00, respectively. Participants exercised following instructors in six activities (walking, running, jumping, aerobics, Zumba, and boxing) and completed English exercises post-exercise, totaling 12 sessions of 45 minutes each, three times per week. Data were analyzed using Two-way Repeated Measures ANOVA. Results showed that post-intervention the experimental group demonstrated significantly improved working memory and inhibition (F = 29.616, p = .000 and F = 35.810, p = .000 respectively) at p < .001 level, and exhibited significantly shorter reaction times in working memory and inhibition tasks compared to the control group (F = 24.968, p = .000 and F = 19.689, p = .000 respectively) at p < .001 level. Furthermore, their English reading skills were significantly higher than those of the control group (F = 13.758, p = .001) at p < .05 level. These findings indicate that the ICLE program effectively enhances both executive function and English reading skills in undergraduate students, suggesting its potential integration into regular language learning sessions or pre-examination periods to promote language, cognitive, and learning skills development.
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1. กองบรรณาธิการสงวนสิทธิ์ในการพิจารณาและตัดสินการตีพิมพ์บทความในวารสาร
2. บทความทุกเรื่องจะได้รับการตรวจสอบทางวิชาการโดยผู้ทรงคุณวุฒิ แต่ข้อความและเนื้อหาในบทความที่ตีพิมพ์เป็นความรับผิดชอบของผู้เขียนแต่เพียงผู้เดียว มิใช่ความคิดเห็นและความรับผิดชอบของมหาวิทยาลัยศรีปทุม
3. การคัดลอกอ้างอิงต้องดำเนินการตามการปฏิบัติในหมู่นักวิชาการโดยทั่วไป และสอดคล้องกับกฎหมายที่เกี่ยวข้อง
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