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Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom

Year 2023, , 385 - 395, 13.07.2023
https://doi.org/10.24331/ijere.1286605

Abstract

Dyslexia is a specific learning disability that affects not only students’ first-language literacy skills but also foreign language learning. It is characterized by difficulties with accurate and/or fluent word recognition as well as poor spelling and decoding abilities. It does not indicate a lack of intelligence or idleness, but rather it is a typical condition that influences the manner the brain processes written and spoken language. In order to ensure that dyslexic students successfully acquire the necessary levels of foreign language proficiency, they need additional support. A total of forty-seven teachers took part anonymously in an online study. A questionnaire was used to provide a descriptive account of the training requirements of EFL teachers who face the challenge of teaching dyslexic students within the mainstream classroom in the six largest universities in Morocco. The findings indicated that foreign language teachers often lack adequate understanding of the nature of dyslexia and the challenges it poses in foreign language learning, and they are unfamiliar with the relevant teaching techniques and methods to support dyslexic students’ language learning processes. However, they expressed their interest in some courses that would help them expand their knowledge and skills and be able to teach dyslexic students more effectively and inclusively.

References

  • Wormald, C. (2015). Intellectually gifted students often have learning disabilities. Faculty of Social Sciencespapers (online). P.1-3. https://ro.uow.e
Year 2023, , 385 - 395, 13.07.2023
https://doi.org/10.24331/ijere.1286605

Abstract

References

  • Wormald, C. (2015). Intellectually gifted students often have learning disabilities. Faculty of Social Sciencespapers (online). P.1-3. https://ro.uow.e
There are 1 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Fatima Zahra El Arbaouı

Early Pub Date July 5, 2023
Publication Date July 13, 2023
Published in Issue Year 2023

Cite

APA El Arbaouı, F. Z. (2023). Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom. International Journal of Educational Research Review, 8(3), 385-395. https://doi.org/10.24331/ijere.1286605
AMA El Arbaouı FZ. Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom. IJERE. July 2023;8(3):385-395. doi:10.24331/ijere.1286605
Chicago El Arbaouı, Fatima Zahra. “Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom”. International Journal of Educational Research Review 8, no. 3 (July 2023): 385-95. https://doi.org/10.24331/ijere.1286605.
EndNote El Arbaouı FZ (July 1, 2023) Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom. International Journal of Educational Research Review 8 3 385–395.
IEEE F. Z. El Arbaouı, “Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom”, IJERE, vol. 8, no. 3, pp. 385–395, 2023, doi: 10.24331/ijere.1286605.
ISNAD El Arbaouı, Fatima Zahra. “Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom”. International Journal of Educational Research Review 8/3 (July 2023), 385-395. https://doi.org/10.24331/ijere.1286605.
JAMA El Arbaouı FZ. Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom. IJERE. 2023;8:385–395.
MLA El Arbaouı, Fatima Zahra. “Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom”. International Journal of Educational Research Review, vol. 8, no. 3, 2023, pp. 385-9, doi:10.24331/ijere.1286605.
Vancouver El Arbaouı FZ. Pedagogical Practices for Dyslexic Learners in Moroccan EFL Classroom. IJERE. 2023;8(3):385-9.

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