Redefining peer-assisted instruction in Turkish language teaching: enhancing language and social skills with ADHD student leadership.

Abstract

 This research aims to examine the roles of students diagnosed with attention deficit hyperactivity disorder (ADHD) who perform above their peers in Turkish language skills in the peer-supported teaching process. The research was carried out in four private education institutions operating in the Turkish Republic of Northern Cyprus. A total of 20 peer instructors from each school, including 5 students who showed high performance in Turkish language skills and were clinically diagnosed with ADHD, participated in the study. Each peer instructor guided 5 students who needed support in Turkish reading, vocabulary, and reading comprehension; thus, a total of 80 students constituted the research application group. Peer tutors participated in structured Turkish instruction activities held two days a week for eight weeks. Reading fluency, vocabulary teaching, text comprehension studies and interactive language activities were used in the teaching process. A mixed-method design was adopted in the research. The findings revealed that students who received peer support showed significant improvement in Turkish reading accuracy, vocabulary and reading comprehension scores. Effect sizes were recalculated using the corrected formula (Cohen's d = M_diff / SD_pooled), yielding medium-to-large effects (d = 0.65-0.82) consistent with educational intervention norms. In addition, significant progress was observed in the communication skills, leadership characteristics, self-efficacy perceptions and social interaction levels of students with ADHD who took on the role of instructors. In conclusion, the research reveals that peer-assisted Turkish teaching models that leverage the strengths of students with ADHD are an effective and inclusive educational approach that supports both academic success and social-emotional development.