Teaching a University Student with Learning Disabilities who Qualifies for Regular English as a Foreign Language Course Placement

A Case Study

Authors

DOI:

https://doi.org/10.21467/ijm.1.1.4874

Abstract

This study investigated the effects of applying multiple intelligence theory in the tutelage of students with learning disabilities in the field of English as a foreign language (EFL). EFL teachers are urged to incorporate topics that would be of interest to students with learning disabilities, thus encouraging these students to think more deeply and participate more actively in their EFL learning. In this study, the instructor used drawing as a medium to teach English and achieved favorable outcomes. An interview revealed that the participant developed new EFL learning strategies, a stronger EFL learning motivation, improved English-language ability, and even planned to attend future EFL courses. Classroom observation indicated that the participant exhibited greater learning autonomy, enhanced English and drawing ability, decreased anxiety, and an improved student–teacher relationship. Despite its limitations, this study presented a new approach along with the results of that approach to help enhance the EFL learning outcomes of university students with learning disabilities. This novel approach is thus highly recommended for EFL educators of students with learning disabilities to incorporate into their teaching practices.

Keywords:

Students with Educational Disabilities, English as a Foreign Language (EFL), Multiple Intelligence Theory

Downloads

Download data is not yet available.

References

Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia-Social and Behavioral Sciences, 98, 286-291.

Burr, E., Haas, E., Ferriere, K., & West, E. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice. National Center for Education Evaluation and Regional Assistance, US Department of Education, Washington, DC.

Creswell, J. W. (1998). Qualitative research and design: Choosing among five traditions. Thousands Oaks, CA: Sage.

Gardner, H. (1993). Multiple intelligences: The theory into practice. New York: Basic Books.

Guillemin, M. (2004). Understanding illness: Using drawings as a research method. Qualitative health research, 14(2), 272-289.

McCardle, P., Mele‐McCarthy, J., & Leos, K. (2005). English language learners and learning disabilities: Research agenda and implications for practice. Learning Disabilities Research & Practice, 20(1), 68-78.

Pirie, P. (2001). Assessing learning disabilities in ESL. Retrieved Aug 1, 2021, from www.teslontario.org

Quillin, K., & Thomas, S. (2015). Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology. CBE—Life Sciences Education, 14(1), es2.

Root, C. (1994). A guide to learning disabilities for the ESL classroom practitioner. Teaching English as a Second Language (TESL) Education Journal, 1(1), 1-7.

Schwarz, R. L. (1997). Learning disabilities and foreign language learning. Retrieved Aug 10, 2021, from www.ldonline.org

Schwarz, R., & Terrill, L. (2000). ESL Instruction and Adults with Learning Disabilities. ERIC Digest.

Shahnaei, H. (2021). The Effect of Drawing Pictures on Improving Iranian Elementary EFL learners’ L2 Vocabulary Knowledge. Journal of Applied Linguistics and Language Research, 8(2), 82-88.

Thomas, G. (2021). How to do your case study. Sage.

Vail, P. (1987). Smart Kids with School Problems, Things to Know and Ways to Help. New York, NY: E. P. Dutton.

Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.

Downloads

Published

2022-03-08

How to Cite

[1]
W.-J. Chang, “Teaching a University Student with Learning Disabilities who Qualifies for Regular English as a Foreign Language Course Placement: A Case Study”, Int. J. Methodol., vol. 1, no. 1, pp. 18–25, Mar. 2022.