Strategies for teaching English as a Foreign Language to a student with attention deficit hyperactivity disorder (ADHD): A case study in Ecuadorian context

Abstract

This study aimed to determine the strategies for teaching English as a Foreign Language (EFL) to a student with attention deficit hyperactivity disorder (ADHD). Thus, the present research was conducted in a public educational institution in Loja taking into consideration an ADHD learner. This investigation is a case study and used the descriptive qualitative method since the behavior and learning experience of the ADHD child was analyzed to seek a complete and deep understand¬ing of them. Besides, the instruments included two pre-tests, two posttests, and a checklist per class for the ADHD learner. Moreover, the pre-service teacher completed a checklist in each class. Furthermore, to gather information from the English educator, a pre-survey and a post-survey were administrated. The findings showed that activities comprised within the total-physical response and gamification approaches were effective for teaching EFL to the ADHD student. These activities allowed him to move around the class without any punishment or negative comment; therefore, the learner gave the best of himself in terms of knowledge and concentration.