An Investigation Of The Teachers’ Views On The Challenges For Students With Speech And Language Disorder In The Foreign Language Learning Process
This study aims to investigate the difficulties faced by students with speech and language disorders in their foreign language learning processes from the perspective of teachers. In this study, Phenomenology Design, one of the qualitative research designs, was used. The data of this study were obtained through a semi-structured interview form developed by the researchers. The analysis of data utilized in this research was analyzed by descriptive analysis method. The participants are 8 English teachers who teach English to students diagnosed with speech and language disorders. The study revealed that students' academic motivation and class participation are negatively influenced by low self-confidence, fear of peer bullying, and insufficient family support, highlighting the need for additional help with homework and language skills. While students showed high motivation for language learning, shyness limited their participation, which teachers could address through individualized education and audiovisual tools. Small group activities and a supportive environment enhanced students' comfort and engagement. Current assessment methods were deemed unsuitable, necessitating alternative approaches focused on fostering a love for the language rather than achieving success. Additionally, teachers expressed a need for more training and support in working with students requiring special education.
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