Effective strategies for teaching speaking skill to students with Attention Deficit Hyperactivity (ADHD)

Effective teaching of speaking skills to students with Attention Deficit Hyperactivity Disorder (ADHD) in English as a Foreign Language (EFL) classes entails overcoming their unique cognitive and behavioral issues. This research explores methods of assisting in enhancing speaking by ADHD students in regard to their inattention, impulsivity, and overactivity. Using a qualitative approach, semi-structured interviews with six experienced female EFL teachers who work with ADHD students were conducted. Thematic analysis identified prominent issues like a lack of attention, frequent topic switching, physical restlessness, low self-esteem, and systemic concerns like inadequate institutional support. Effective strategies were low-distraction environments, visual and kinesthetic aids, reward systems, interest-oriented activities, and interactive strategies like role-plays and language games. Informal assessments through group activities also boosted participation. The discussion compares these findings to other research, highlighting how methods designed for ADHD students can build on their fluency while overcoming areas of weakness in complexity and accuracy, though generalizability is low. The study emphasizes the need for special teacher training and collaboration with psychologists and parents to develop inclusive learning environments. Through integrating successful classroom techniques with knowledge of the impact of ADHD on language skills, this research presents valuable insights for EFL teachers to support the speaking growth and social communication of neurodiverse learners.

کلیدواژه ها:

speaking ، speaking teaching ، ADHD