Speakers
Description
The presenters explore the experiences and perspectives of two students with disabilities and their journeys toward becoming independent language learners in higher education. Through in-depth L2 interviews, seven key factors were identified, including teaching approach, assistive technology, supportive environment, flexible assessment, intrinsic motivation, and universally designed materials.
Abstract section 3: Content/method
In-depth, semi-structured interviews, lasting approximately one hour, were recorded and transcribed. The interviews were done in the learners’ L2. Students were primarily asked about their language learning experiences, challenges faced, and how they overcame barriers on their journey to becoming independent language learners. Data analysis was done through thematic analysis. This method enabled researchers to move from raw interview transcripts of learner experiences and perceptions to meaningful thematic categories that explain how autonomy develops.
Abstract section 1: Relevance
Becoming an independent learner is a key component of higher education. For the average student, this can be challenging as for many, university is their first experience with the concept of taking responsibility for their own learning. For students with disabilities (SWDs) this can be even more daunting as they face additional barriers. Current research literature increasingly emphasizes inclusive education in L2 classrooms. However, research specifically addressing students with disabilities in foreign language learning, although increasing, remains limited. This study describes two student’s journeys to becoming independent learners in the foreign language classroom.
Abstract section 2: Contribution/research questions
The key research question was: What factors contribute to the development of learner autonomy among students with disabilities in an EFL context? Through this study, the researchers hoped to give a voice to learners with disabilities, expand research on inclusivity in SLA, and highlight he role of agency in language learning.
Abstract section 4: Outcomes/results
Seven key insights emerged: (a) Learning/Teaching approach; (b) Assistive technology; (c) Supportive learning environment; (d) Universally designed materials; (e) Flexibility in assessments; (f) Intrinsic motivation; and (g) Ability to communicate needs effectively. The significance of this study for teachers is implementing Universal Design for Learning (UDL) principles to create inclusive materials, providing flexible assessment to accommodate diverse learner needs, and fostering a supportive classroom climate. The presenters conclude that regardless of a learner’s (dis)ability, it is important for all students to critically reflect on specific language learning needs, cultivate intrinsic motivation, and communicate learning needs clearly and confidently.
| Title | Students with Disabilities and Independent Language Learning |
|---|---|
| Teaching Context | College and university education |