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

A Case Study





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.


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


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How to Cite

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.