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The language learning experiences of students with dyslexia: lessons from an interview study.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>2009
<mark>Journal</mark>Innovation in Language Learning and Teaching
Issue number2
Number of pages16
Pages (from-to)115-130
Publication StatusPublished
<mark>Original language</mark>English


Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups, especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior, and language learning effort.