Dyslexia in the Armenian EFL context

Abstract

The present study investigates the experience of dyslexic learners in the Armenian EFL context and aims to estimate the level of preparedness of MA TEFL students regarding teaching those with dyslexia. The study aims to reveal the daily challenges dyslexic students face in their English classrooms, their means of learning facilitation, and the areas of improvement they would like to see in Armenian EFL classrooms. In addition, the paper seeks to determine if it would be beneficial to add an inclusive education course to the MA TEFL programme. The study's two primary data collection tools are interviews and a survey, each assigned to different populations of participants – participants with dyslexia and MA TEFL students. The results of the study indicate that students with dyslexia are often left to their own devices when it comes to the identification of the disorder and are forced to participate in activities that are not beneficial for them. The findings also reveal that dyslexic students are prone to use technology to facilitate learning and turn to audio/video materials when learning English. Finally, the survey results reveal that MA TEFL students are not professionally prepared to teach those with dyslexia and that there might be a need for an inclusive education course in the programme.