Enhancing Pedagogical Dyslexia Knowledge and Awareness of EFL Teacher Candidates: A Quasi-Experimental Intervention via DYSTEFL

Abstract

Similar to how it affects literacy skills in the first language, dyslexia affects foreign language learning. Hence, English as a foreign language (EFL) teachers should be aware of dyslexia and teach English accordingly. This study tested whether participation in Dyslexia for Teachers of English as a Foreign Language (DysTEFL), developed by a Comenius Project, improved knowledge and awareness of dyslexia. Based on a one-group pretest-posttest research design, the data were collected from 30 senior EFL Turkish teacher candidates via the Scale of Knowledge and Beliefs about Dyslexia (KBDDS). They were analyzed using SPSS. The participants’ knowledge and awareness were low initially. However, after the intervention, a significant increase was observed at .05 (p= .000). This study filled in a significant gap in the literature by responding to previous studies, which urged for intervention studies testing whether EFL teacher candidates' dyslexia awareness could be improved by additional training. The results were positive, potentially enabling the candidates to achieve a more inclusive learning environment. The study also uncovered some persistent misconceptions about dyslexia and offered implications for teacher education programs.