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دوره 14، شماره 1 - ( 1402 )
جلد 14 شماره 1 صفحات 500-477 |
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Ramezani A, Mohamadzadeh S, Mihandoust P. Teaching English as a Foreign Language to Iranian 7th Graders with Intellectual Disabilities. LRR 2023; 14 (1) :477-500
URL: http://lrr.modares.ac.ir/article-14-61320-fa.html
URL: http://lrr.modares.ac.ir/article-14-61320-fa.html
Ramezani Ahmad، Mohamadzadeh Shirin، Mihandoust Payvand. Teaching English as a Foreign Language to Iranian 7th Graders with Intellectual Disabilities. جستارهای زبانی. 1402; 14 (1) :477-500
1- Assistant Professor, Department of Intellectual Disabilities, Institute for Exceptional Children, Organization for Educational Research and Planning (OERP), Tehran, Iran ، arambooka@gmail.com
2- Ph.D. in English Language Teaching, Alzahra University, Tehran, Iran
3- M.A. in English Language Teaching, Islamic Azad University, Central Branch, Tehran, Iran
2- Ph.D. in English Language Teaching, Alzahra University, Tehran, Iran
3- M.A. in English Language Teaching, Islamic Azad University, Central Branch, Tehran, Iran
چکیده: (1325 مشاهده)
In this research, English was instructed to learners with mild intellectual disabilities (IDs) in Iran (2017-2018). In this single-group post-test study, 32 seventh-graders with IDs were selected using convenience sampling. The teaching material was a validated researcher-made pamphlet. Four teachers of special schools instructed the pamphlet for 14 sessions of 45 minutes for four months in the school setting and completed formative assessment forms for each student using descriptive terms. The students’ achievements were compared using the chi-squared test. A significantly higher number of students had a successful performance on listening, reading, and writing compared to those with a relatively successful and unsuccessful performance (p ≤ 0.05), while no significant difference was observed in the case of speaking. Learners with IDs can successfully learn EFL with the aid of methods, techniques, and materials tailored to their needs. Learners with IDs can successfully learn English as a foreign language. Speaking is the most difficult language skill for learners with IDs. The difference in orthographic systems does not affect writing skill development considering the objectives designed in this project. The results encourage foreign learning by learners with IDs and, thereby promoting inclusion.
واژههای کلیدی: intellectual disabilities، teaching English as a foreign language، formative assessment، Iran
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