Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study

Q2 Social Sciences
Bogusława Gosiewska-Turek
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引用次数: 0

Abstract

The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.
外语学习中的阅读障碍、自我效能感与语言教学——一项定量-定性的混合研究
本研究旨在探讨阅读障碍、自我效能感与外语教学之间的相互依存关系。该研究的作者采用了一种混合方法:定量和定性。定量数据是通过阅读障碍和非阅读障碍学生填写的自我效能问卷收集的,定性数据是在对一名阅读障碍学生进行的案例研究中收集的。研究第一个定量部分的研究结果表明,阅读障碍学生的自我效能感明显低于非阅读障碍学生。根据包含案例研究的第二个定量-定性混合部分的研究结果,外语教学对阅读障碍学生的自我效能感有影响,适当的语言教学提高了阅读障碍学生自我效能感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Theory and Practice of Second Language Acquisition
Theory and Practice of Second Language Acquisition Social Sciences-Linguistics and Language
CiteScore
0.80
自引率
0.00%
发文量
22
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