The Effects of Action- Oriented Approach on Teaching English to Students With Mild Specific Language Learning Difficulties

Abstract

Students with Mild Specific Language Learning Difficulties have many difficulties in learning English language and learning a language takes considerably longer than their peers to achieve independent skills. Therefore, the aim of this study is to focus on the effects of An Action-Oriented Approach to teach English to secondary school students with Mild Specific Language Learning Difficulties. To achieve this aim a training programme via Action Oriented Approach prepared by the experts was conducted to 15 students with Mild Specific Language Learning Difficulties. As the quantitative data collection instruments, the study included Unit based Achievement Tests for four units and Classroom Observation Forms conducted to the students Mild Specific Language Learning Difficulties before and after the training programme. Quantitative data were analysed with using IBN SPSS 21statistical programme and R Programme version 3.2.5 . Semi structured interview form' was developed by the researcher which was conducted to 15 teachers of students with Mild Specific Language Learning Difficulties. The qualitative data collected from the interviews were analysed through 'content analysis'. The results indicated that students with mild language learning difficulties experience delayed learning, however, with appropriate teaching methods and techniques students with MSLLD experience a qualified learning process as much as their classmates. Unit based Achievement Test of students with MSLLD showed that they can even show more progress during the learning process than their normally developing classmates. Lastly, the study indicated that Action Oriented Approach is beneficial in teaching English process even to students with Mild Language Learning Difficultie