Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

• Authors: Joanna Nijakowska , Dina Tsagari , George Spanoudis
• Languages of publication: EN

Abstracts

EN

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.

Keywords

EN

inclusion; dyslexia; teacher preparedness; foreign language

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2020
• Volume: 10
• Issue: 4
• Pages: 779-805

Dates

published

2020-12-18

Contributors

author

Joanna Nijakowska

• University of Warsaw, Poland

• https://orcid.org/0000-0003-0776-9448

author

Dina Tsagari

• Oslo Metropolitan University, Norway

• https://orcid.org/0000-0002-6884-108X

author

George Spanoudis

• University of Cyprus, Nicosia, Cyprus

• https://orcid.org/0000-0002-4853-8745

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Identifiers

DOI

10.14746/ssllt.2020.10.4.6