Evaluating Indigenous ICT-Aided English Language Material for ESL Dyslexic Learners
A Mixed-Methods Study
Keywords:
Dyslexic ESL Learners; English Language Learning; Information and Communication Technology; Inclusive EducationAbstract
The twenty first century has witnessed significant growth in the integration of Information and Communication Technology (ICT) in all areas of life, including language learning. In the case of second language teaching, most materials are based on Western pedagogical frameworks. Such generically developed and commercially produced materials overlook the cognitive needs and demands of dyslexic ESL learners and limit their language learning outcomes (Irshad & Ghani 2017). The current study investigates the impact of Indigenous Information and Communication Technology (ICT) aided English language material on the language learning outcomes of English as a Second Language Dyslexic Learners. Using a mixed-methods approach, quantitative assessment of language performance of dyslexic ESL learners was triangulated with qualitative insights from the teachers and observations of the participants. Purposive sampling was carried out to find dyslexic ESL learners through a screening check-list by Ashraf and Najam (2014). Quantitative findings revealed statistically significant improvements in reading comprehension, decoding skills, and vocabulary development (t = –2.333; p < 0.05). Qualitative data in the form of observations and teacher interview supported these results showing increased engagement, improved participation, and noticeable progress in learners’ reading behaviors during ICT-assisted lessons. Despite some physical and technical challenges faced by dyslexic ESL learners due to ICT-aided material, this study supports the integration of technology in fostering inclusive language education for dyslexic learners.
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