Dysgraphia in EFL learners
DOI:
https://doi.org/10.62305/alcon.v5i3.657Keywords:
dysgraphia, EFL learning, writing difficulties, rural education, instructional strategies.Abstract
The aim of this research is to identify dysgraphia cases among rural EFL learners at Patronato de Amparo Social “Niño de Isinche” during the academic year 2024-2025, so that future researches can adapt activities to support children with handwriting difficulties. The study employed a descriptive, cross-sectional, qualitative research approach with a non-experimental design, using an adapted Dysgraphia Test and expert - validated rubric. The findings reveal signs of dysgraphia such as inconsistency in letter size, poor alignment of text, and omission of letters or words. These results highlight the need to provide writing support to EFL students and the importance of identifying and addressing these types of learning disabilities to promote inclusive education. It is recommended to implement teaching strategies that are adapted to the needs of students with dysgraphia in order to improve their academic performance in EFL learning. In addition, the importance of training teachers in inclusive education is highlighted, in order to effectively address these learning disabilities. In conclusion, this study contributes to underrepresented research on dysgraphia in rural Latin America EFL contexts.
Downloads
References
Albashir, J. O. (2021). EFL Students’ Needs for Improving Their Writing Skills. Scholars International Journal of Linguistics and Literature. DOI:10.36348/sijll.2021.v04i04.004
Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational pediatrics, 9(1), S46.doi: 10.21037/tp.2019.11.01
Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3), Article 5. ERIC - EJ967123 - Dysgraphia: How It Affects a Student's Performance and What Can Be Done about It, TEACHING Exceptional Children Plus, 2007-Jan
Gary, A., Moore, A., Hilliard, W., Day, M., Boswell, B., & Barnhill, M. (2023). Understanding dysgraphia. Nursing Made Incredibly Easy, 21(2), 15-22. http://dx.doi.org/10.1097/01.nme.0000913956.02847.5a
George, D. (2020). Different Strategies to Overcome Dysgraphia. Educational Extracts, 12.
https://stcte.ac.in/wp-content/uploads/2021/05/Educational_Extracts_Vol8_Issue1_Jan_2020.pdf#page=14
Kerville, I. S. D. (2010). Dysgraphia Handbook and Manual. https://mastwo.weebly.com/uploads/1/9/4/3/19430239/dysgraphia_handbook_2012.pdf
Mishra, S. B., & Alok, S. (2022). Handbook of research methodology. Educreation publishing. HANDBOOK OF RESEARCH METHODOLOGY
Muktamath, V. U., Hegde, P. R., & Chand, S. (2022). Types of specific learning disabilities. Learning Disabilities-Neurobiology, Assessment, Clinical Features and Treatments. IntechOpen. https://books.google.es/books?hl=es&lr=&id=LNJuEAAAQBAJ&oi=fnd&pg=PA3&dq=SLD+DYSGRAPHIA&ots=vXUmegi4Ww&sig=Ib_schdaw_KD1pUd3c513UliXI8
Panjwani-Charania, S., & Zhai, X. (2023). AI for students with learning disabilities: A systematic review. https://ssrn.com/abstract=4617715
Pokrivčáková, S. (2018). Dyslectic and Dysgraphic Learners in the EFL Classroom: Towards an Inclusive Education Environment. https://publikace.k.utb.cz/bitstream/handle/10563/1009060/Fulltext_1009060.pdf?sequence=3
Regoniel, P. (2023). Exploring phenomena: A brief guide to conducting descriptive qualitative research. Simplyeduacte.me.
Sofaer, S. (1999). Qualitative methods: what are they and why use them?. Health services research, 34(5), 1101. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1089055/pdf/hsresearch00022-0025.pdf
Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291–302. https://doi.org/10.1080/08856257.2022.2059632
Thompson, C. B., & Panacek, E. A. (2007). Research study designs: Non-experimental. Air medical journal, 26(1), 18-22. 10.1016/j.amj.2006.10.003
Veintimilla Martínez , A. L. ., & Barba Gallardo , P. A. . (2023). La disgrafía y sus impactos en el aprendizaje de los niños [Dysgraphia and its impact on children's learning]. Revista Científica Arbitrada Multidisciplinaria PENTACIENCIAS, 5(6), 467–475. https://doi.org/10.59169/pentaciencias.v5i6.869
Viedas, C. M. G. (2014). Problems that young learners have during writing a foreign language [Licenciatura thesis, Benemérita Universidad Autónoma de Puebla, School of Language]. content
Vukoja, N. (2024). Dyslexia and dysgraphia in learning English as a foreign language: A case study of Croatian EFL learners [Master’s thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences.] Repozitorij Filozofskog fakulteta u Osijeku Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners | FFOS-repozitorij
Wang, X., & Cheng, Z. (2020). Cross-sectional studies: strengths, weaknesses, and recommendations. Chest, 158(1), 65-71. https://doi.org/10.1016/j.chest.2020.03.012
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Scientific Journal of Educational Innovation and Current Society "ALCON". ISSN 2960-8473
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
