Pixel International Conferences

Equal educational and language learning chances for ADHD students is an important consideration. While they may require additional support and accommodations to address their specific learning needs, it is necessary to ensure that they have the same opportunities for academic success as non-ADHD learners.  The present case study aimed to explore the effects of interactionist dynamic assessment on ADHD L2 learners’ knowledge of alphabet, vocabulary knowledge, and selective attention. The participant was a 10-year-old male EFL learner with the combined type of ADHD who willingly participated in the study as a zero beginner. During each DA session, a few alphabet letters and a few new vocabulary items were taught through mediations emerging from the interactions between the mediator and the learner. The required data were collected using the Computerized Stroop and teacher-made alphabet and Vocabulary tests. The microgenetic analysis of DA protocols led to the development of an inventory of mediations consisting of different forms of implicit and explicit prompts. The quantitative analysis of the data demonstrated that DA had contributed to the learners' alphabet and vocabulary knowledge and some congruent parameters of selective attention. The qualitative data analysis also indicated several fluctuations in the participant's performance in specific DA sessions. The findings of the study call for teachers’ and materials developers’ greater attention to ADHD L2 learners’ needs in the process of language learning.