The Impact Of Action- Oriented Approach On Teaching English To Students With Mild Specific Language Learning Difficulties

Abstract

Students with mild specific language learning difficulties encounter numerous challenges when acquiring the English language, and require a significantly longer period of time to attain independent language proficiency compared to their non-disabled counterparts. The objective of this investigation is to analyze the impacts of implementing An Action-Oriented Approach in the instruction of English language to secondary school students who exhibit Mild Specific Language Learning Difficulties. In order to accomplish this objective, a training program utilizing the Action Oriented Approach was administered to a cohort of 15 students who exhibit Mild Specific Language Learning Difficulties, as developed by a team of experts. The study employed quantitative data collection instruments, namely Unit-based Achievement Tests for four units and Classroom Observation Forms administered to students with Mild Specific Language Learning Difficulties both prior to and following the training programme. The quantitative data were subjected to analysis using the SPSS 21 statistical software and R Program version 3.2.5. The findings of the study suggest that individuals with mild speech and language learning difficulties exhibit a delay in their learning progress. Nevertheless, employing suitable pedagogical approaches and methodologies can enable students with mild speech and language learning difficulties to achieve a level of learning commensurate with that of their peers. The results of Unit-based Achievement Tests indicate that students with Multiple Severe Learning and Language Disabilities (MSLLD) may exhibit greater progress in their academic development compared to their typically developing peers. Finally, the research findings suggest that the Action Oriented Approach is advantageous in instructing English language skills to students who experience minor challenges in learning the language.