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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Anderson, P. L., & Meier-Hedde, R. (2001). Early case reports of dyslexia in the United States and Europe. Journal of Learning Disabilities, 34(1), 9-21.
2. Bain, A., & Weston, M. E (2012). The learning edge: What technology can do to educate all children. New York: Teachers College Press.
3. Balchin, K., & Wild, C. (2018). It's All in the Numbers: Enhancing Technology Use in Urban and Rural Environments. In: Cross-Cultural Perspectives on Technology-Enhanced Language Learning (pp. 203-221). United State of America: IGI Global.
4. Beaton, A. (2004). Dyslexia, reading and the brain: A sourcebook of psychological and biological research. New York: Psychology press.
5. Bryman, A., & Bell, E. (2015). Business research methods. (4th ed.). New York. Oxford University Press, USA.
6. Bryman, A. (2006). Integrating quantitative and qualitative research: how is it done?. Qualitative research, 6(1), 97-113.
7. Coltheart, M. (2005). Modeling reading: The dual-route approach. The science of reading: A handbook, 6-23.
8. Creswell, J. W. (2014). A concise introduction to mixed methods research. London: Sage Publications.

9. Derntl, M., & Calvo, R. A. (2010). Embedding Educational Design Pattern Frameworks into Learning Management Systems. In: Technology Enhanced Learning. Quality of Teaching and Educational Reform (pp. 439-445). Springer, Berlin, Heidelberg.
10. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
11. Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, S. E., & Shaywitz, B. A. (1992). The validity of discrepancy-based definitions of reading disabilities. Journal of Learning Disabilities, 25(9), 555-561.
12. Gray, C., & Kinnear, P. R. (2012). IBM SPSS statistics 19 made simple. New York: Psychology Press.
13. Hatcher, P. J. (2003). Reading intervention: A ‘conventional’and successful approach to helping dyslexic children acquire literacy. Dyslexia, 9(3), 140-145.
14. Ikenouye, D., & Clarke, V. B. (2017). An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching. In Technology Adoption and Social Issues: Concepts, Methodologies, Tools, and Applications (pp. 1246-1272). United State of America: IGI Global.
15. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133.
16. Lerner, J.W. and Johns, B. (2011). Learning disabilities and related mild disabilities. (12th ed.). Wadsmorth: Cengage Learning.
17. Lyon, G.R., Shaywitz, S.E. & Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
18. Miles, T.R. and Miles, E. (1999). Dyslexia: A Hundred Years on. Open University Press.
19. Morgan, W.P. (1896) A case of congenital word blindness. British medical journal, 2 (1871), 1378.
20. Nagel, D. (2013, April 6). 6 Technology challenges facing education. THE Journal. Retrieved from https://thejournal.com/articles/2013/06/04/6-technology-challenges-facing-education.aspx
21. Nicolson, R.I., Fawcett, A.J., Moss, H., Nicolson, M.K. and Reason, R. (1999). Early reading Orton, S.T. (1925). Word-blindness in school children. Archives of Neurology & Psychiatry, 14 (5), 581-615.
22. Orb, A. (2007). Who gets what? In other words the allocation of resources. In: Hawley, G. (Eds.), Ethics in clinical practice: An interprofessional approach (pp. 300-318). Harlow: Pearson.
23. Ott, P. (1997). How to detect and manage dyslexia: A reference and resource manual. Oxford: Heinemann.
24. Reid, G. (2016). Dyslexia: A practitioner's handbook. (5th ed.). Maden: John Wiley & Sons. Schneider, E., Crombie, M. and Association, B.D. (2003). Dyslexia and Foreign Language Learning. New York: David Fulton.
25. Selikowitz, M. (2012). Dyslexia and Other Learning Difficulties. (5th ed.). OUP Oxford.
26. Stengel, E. (1952) Specific dyslexia (“congenital word-blindness”); a clinical and genetic study. The Eugenics Review, 44 (1), 46.
27. Thompson, S. and Vaughn, S. (2004). Research-Based Methods of Reading Instruction Grade K-3. ASCD: Beauregard St., Alexandria, USA.
28. Townend, J. and Turner, M. (2012). Dyslexia in Practice: A Guide for Teachers. New York: Springer US.
29. Vaughn, S., Chard, D.J., Bryant, D.P., Coleman, M., Tyler, B.-J., Linan-Thompson, S. and Kouzekanani, K. (2000). Fluency and Comprehension Interventions for Third-Grade Students. Remedial and Special Education, 21(6), 325-335.
30. Wang, V.C.X. (2014). Handbook of Research on Education and Technology in a Changing Society. United State of America: IGI Global.
31. Wolf, M. (Ed.) (2001). Dyslexia, fluency, and the brain. Timonium, MD: York Press.