Speakers
Abstract section 5: References
Kormos, J., & Smith, A. M. (2024). Teaching Languages to Students with Specific Learning Differences. Multilingual Matters.
Nijakowska, J. (2019). Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework. European Journal of Special Needs Education, 34(2), 189–203. https://doi.org/10.1080/08856257.2019.1581401
Pollock, J. (2004). Day-to-day dyslexia in the classroom (2nd ed.). Routledge. https://doi.org/10.4324/9780203461891
Abstract section 4: Outcomes/results
Four interconnected themes were generated: the writing mechanical struggles, emotional progression toward writing, preferred approaches and learning supports, and perception of growth and confidence. The study revealed that writing difficulties experienced by students at risk of dyslexia span not only from mechanical challenges but also from emotional and cognitive factors that shape their writing experiences. With patience, meaningful guidance, and effective strategies, those students can gradually develop into confident and determined English language learners. The study highlights the need for inclusive approaches and strategies that bridge cognitive and emotional aspects to scaffold and optimize students' engagement in the EFL classrooms.
Abstract section 3: Content/method
This study explored the English writing journeys of junior high school students at risk of dyslexia through a narrative case study design. Utilizing multiple instruments, three junior high school students shared their stories and experiences of writing journeys in the English language classroom context through in-depth interviews. In addition, classroom observations and student writing samples were also collected. The data were thematically analyzed.
Abstract section 2: Contribution/research questions
How is the development of students at risk of dyslexia reflected in the narratives of their English writing journey?
Abstract section 1: Relevance
As part of language learning, developing writing skills can pose greater challenges for students at risk of dyslexia, especially in their English language learning (Kormos & Smith, 2024; Pollock, 2004). Support for students at risk of dyslexia is also still inadequate despite the challenges they have in processing and decoding information, which might impede their academic development and self-esteem (Nijakowska, 2019). Research into writing journeys from the students’ own experiences in the ELT context remains limited. To fill this gap, this study explored the narrative from students at risk of dyslexia on their English writing journey.
| Title | Writing Journey of Indonesian Students at Risk of Dyslexia |
|---|---|
| Teaching Context | Junior/senior high-school |