ADHD and adolescent EFL learners’ speaking complexity, accuracy, and fluency in English
This study was an attempt to investigate the relationships among Attention-Deficit/ Hyperactivity Disorder (ADHD) and speaking complexity, accuracy, and fluency (CAF) among Iranian EFL learners. To fulfill the purpose of this study, the teachers and parents of 593 male students were...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2016-07-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/1602%20%287%29.pdf |
| Summary: | This study was an attempt to investigate the relationships among Attention-Deficit/ Hyperactivity
Disorder (ADHD) and speaking complexity, accuracy, and fluency (CAF) among Iranian EFL learners. To
fulfill the purpose of this study, the teachers and parents of 593 male students were given the Farsi
version of the CSI-4 ADHD diagnostic questionnaire, out of which 61 students scored above the cut-off
score of nine in both the teacher and parent questionnaires. These students then sat for a sample
speaking section of the Key English Test (KET); the interviews were scored by two raters according to
the measures of CAF. The data were thus analyzed and the results revealed a significant positive
correlation between ADHD and speaking fluency; in contrast, a significant negative correlation was
observed between ADHD and speaking complexity and ADHD and speaking accuracy. The regressions
disclosed that ADHD is a significant predictor of complexity, accuracy, and fluency in speaking. The
findings of this study have pedagogical implications for both parents and teachers in contact with
students with ADHD with respect to the importance of identifying such students and thus planning and
monitoring their progress. |
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| ISSN: | 2322-1291 2322-1291 |