Strategies in teaching English as a foreign language for students with attention deficit hyperactivity disorder

Abstract

This research investigates instructional approaches for teaching English as a Foreign Language (EFL) to students with attention deficit hyperactivity disorder (ADHD), who encounter particular challenges like issues with focus, organization, and impulsivity. The primary aim was to outline and identify the most effective methods for teaching English to ADHD-affected students. To accomplish this, a qualitative methodology was employed, which included surveys and interviews with both pre-service and in-service educators, alongside a review of contemporary academic literature. The findings indicate that strategies such as established routines, multisensory teaching, project-based learning, Total Physical Response (TPR), and the integration of technology facilitate the engagement and learning of these learners. Nevertheless, there was an identified gap in specific training and confidence among educators to consistently implement these methods, leading to inconsistent teaching practices. The study concludes that continuous professional development, curriculum modifications, and collaborative efforts among educators, families, and institutions are vital for providing inclusive and effective EFL education for students with ADHD.