Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices
Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers’ beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana
2022-12-01
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| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://www.cepsj.si/index.php/cepsj/article/view/1453 |
| _version_ | 1797975526239895552 |
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| author | Oksana Afitska Nur Ehsan Mohd Said |
| author_facet | Oksana Afitska Nur Ehsan Mohd Said |
| author_sort | Oksana Afitska |
| collection | DOAJ |
| description | Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers’ beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (video-recorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties. |
| first_indexed | 2024-04-11T04:36:56Z |
| format | Article |
| id | doaj.art-783df29420284c599de2aba3da78c525 |
| institution | Directory Open Access Journal |
| issn | 1855-9719 2232-2647 |
| language | English |
| last_indexed | 2024-04-11T04:36:56Z |
| publishDate | 2022-12-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj.art-783df29420284c599de2aba3da78c5252022-12-28T11:24:17ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472022-12-011247510010.26529/cepsj.1453Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and PracticesOksana AfitskaNur Ehsan Mohd SaidDrawing on communities of practice and social cognitive learning theories, this paper explores language teachers’ beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (video-recorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties.https://www.cepsj.si/index.php/cepsj/article/view/1453second language learningonline teaching and learningassessmentinstructional accommodationsspecific learning difficultiesteacher beliefs and practice |
| spellingShingle | Oksana Afitska Nur Ehsan Mohd Said Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices Center for Educational Policy Studies Journal second language learning online teaching and learning assessment instructional accommodations specific learning difficulties teacher beliefs and practice |
| title | Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices |
| title_full | Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices |
| title_fullStr | Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices |
| title_full_unstemmed | Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices |
| title_short | Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices |
| title_sort | meeting the needs of learners with specific learning difficulties in online and face to face language classrooms teacher beliefs and practices |
| topic | second language learning online teaching and learning assessment instructional accommodations specific learning difficulties teacher beliefs and practice |
| url | https://www.cepsj.si/index.php/cepsj/article/view/1453 |
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