Open AccessDyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study
Author(s) -
Bogusława Gosiewska-Turek
Publication year - 2022
Publication title -
theory and practice of second language acquisition
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.107
H-Index - 2
eISSN - 2451-2125
pISSN - 2450-5455
DOI - 10.31261/tapsla.9501
Subject(s) - dyslexia , self efficacy , qualitative property , foreign language , multimethodology , qualitative research , psychology , quantitative research , mathematics education , computer science , linguistics , reading (process) , social psychology , social science , philosophy , machine learning , sociology , anthropology
The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.