DIFFERENTIATING E-LEARNING CONTENT IN ESL COURSES TO MEET SPECIAL NEEDS OF STUDENTS WITH LEARNING DIFFICULTIES

Abstract

Dyslexia is a special need more than a reading difficulty considered along with the notion of language aptitude regarded as a cluster of cognitive factors related to language learning. This paper reports on a study that focused on special learning needs of students with reading and writing difficulties or dyslexia who take English as a compulsory course at the institutions of tertiary education in Russia. The study was guided by understanding that differentiating the content, the process, the product, and the learning environment can be effective for achieving the educational goals of students struggling with foreign language learning. It involved 320 tertiary education students who took an online self-study English language course with differentiated content, to identify their special learning needs and difficulties in English language learning. The Learning Management System analytics was conducted, and the results of engagement and success rates of the students completing the tasks with or without differentiated content were compared. The findings of the study demonstrate students’ higher engagement and success rates when working with differentiated content since it provides options for completion, choosing one’s way to present the results, and to complete the course assignments.