Article published In:
AILA ReviewVol. 36:1 (2023) ► pp.14–37
EFL teachers’ awareness of dyslexia
The case of Iranian context
Dyslexia is one of the most common learning disabilities among
students, and teachers are often the very first to notice dyslexic students. It
is therefore imperative that teachers be well-prepared to intervene
appropriately and effectively once they encounter dyslexic students. The current
study investigates teachers’ knowledge about the disorder in an English as a
foreign language (EFL) context. Employing a questionnaire designed by Soriano et al. (2016), the study
evaluates the awareness of dyslexia among 84 Iranian English teachers working in
language institutes. The findings revealed that the majority of the teachers
lacked adequate knowledge of the disorder but that they wished to learn more
about this learning disability. Furthermore, the teachers’ awareness of the
disorder was found to be independent of their demographic characteristics such
as gender, previously completed programs, years of teaching experience, and
experience with dyslexic students. The findings of this research can be
informative for teacher educators, curriculum designers, and materials
developers as there seems to be a need for revisions in teacher training
curricula, instructional policies, and materials.
Keywords: dyslexia, awareness, EFL teachers, second language, teacher education
Article outline
- 1.Introduction
- 2.Literature review
- 3.Research methodology
- 3.1Design
- 3.2Participants
- 3.3Instruments
- 3.4Data collection procedure
- 4.Results
- 4.1Interested (to learn more)
- 4.2Uninterested (to learn more)
- 4.3Indecisive
- 5.Discussion
- 6.Conclusion
-
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