The lack of technology in teaching EFL to learners with dyslexia in Algeria

Year 2018, , 721 - 729, 01.10.2018

Miloud Fekih

https://doi.org/10.24289/ijsser.481520

Cited By: 1

Abstract

Technology has become a
noteworthy element in teaching, including the case of EFL (English as a Foreign
Language). There seems to be a never-ending list of various uses of technology
to achieve and accomplish particular tasks in a spectrum of fields, such as
business, medicine, architecture, and education. Teachers, in general, have to
teach varied learners with different needs and exceptionalities, where
technology is of paramount significance in order to help teachers accommodate
the required interests of learners, especially for those with special
educational needs such as dyslexia. The present paper aims to investigate
Algerian EFL teachers’ perspective on dyslexia where teachers highlighted the
lack of technology in teaching affected learners. A sample of 42 EFL teachers
was recruited from different middle schools in Algeria from the four regions
(North, West, East, and South). A triad of research tools was employed: a
questionnaire, interviews, and ending up with focus group discussions. Results
revealed that there is a serious reported lack regarding the use of technology
in Algerian Middle schools. Additionally, Teachers reported that one of the
biggest challenges that they face in Algeria is the classic way of teaching
English where technology is still not used in a way that can make both
processes of teaching and learning easy and effective. Likewise, findings
showed that there is no particular technology in teaching those with dyslexia,
where teachers highly recommend the integration of technology in Algerian
schools for the purpose of improving the quality of education.

Keywords

Technology, Education, special needs, EFL teachers, Dyslexia, Algerian’s classrooms

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