Learning Disability: Working Hard, yet Achieving Low (A Case Study of At-Risk EFL Learners)

Abstract

Abstract EFL Learning is considered an enriching and rewarding experience for most ‘normal’ learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness among teachers about the differences between learning Difficulties and Disabilities. Therefore, the present study aims to discuss ways to identify learners with Learning disabilities and provide multi-tiered support and Response to Intervention (RTI) to minimize their disability and boost their confidence. The study adopted a One-shot Case Study Research Design which is a subtype of experimental research design. The dependent group comprised seven students pursuing level one at the Department of English, Prince Sattam bin Abdulaziz University. The results revealed that the Learners had issues with word comprehension, vocabulary, fluency, and passage comprehension. Based on the interpretation of the results, it is concluded that considerably slowing the pace of instruction, providing multi-tiered support, constant review, and incorporating multisensory support would accelerate learning to a great extent.