Published: 2022-01-28

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

Bogusława Maria Gosiewska-Turek

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.

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Citation rules

Gosiewska-Turek, B. M. (2022). Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study. Theory and Practice of Second Language Acquisition, 8(1), 71–84. https://doi.org/10.31261/TAPSLA.9501

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Vol. 8 No. 1 (2022)
Published: 2022-01-31


ISSN: 2450-5455
eISSN: 2451-2125
Ikona DOI 10.31261/tapsla

Publisher
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

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