ASD pupils’ English as a foreign language skills development: obstacles, strengths, weaknesses, preferences and adjustments
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| Year of publication | 2025 |
| Type | Appeared in Conference without Proceedings |
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| Description | The poster aims to present selected findings from a research study on autism spectrum disorder (ASD) learners of English as a foreign language (EFL) diagnosed with Asperger’s syndrome conducted at the Department of English Language and Literature, Faculty of Education, Masaryk University. It presents the ASD learners’ views on their EFL classroom experience, the obstacles they face and preferences they have in their EFL skills development and implications for EFL teachers, summarizing the adjustments or accommodations in the classroom environment and the teaching process informed by the research. The sample consisted of ten ASD learners of English from lower- and upper-secondary schools and ten ASD adults. The data were collected via semi-structured interviews and qualitative surveys, transcribed and analysed via a deductive and inductive thematic analysis. The findings present guidelines that are important for EFL teachers on how to accommodate ASD pupils in their classes and introduce one part (out of four) of an ASD-Friendly Foreign Language Teaching Model focused on language activities (reception, production, interaction, mediation) and designed based on the gathered data. |