prikaz prve stranice dokumenta Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners
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master's thesis
Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners
2024. urn:nbn:hr:142:338687
Vukoja, Noel
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of English Language and Literature

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Vukoja, N. (2024). Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:338687

Vukoja, Noel. "Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2024. https://urn.nsk.hr/urn:nbn:hr:142:338687

Vukoja, Noel. "Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2024. https://urn.nsk.hr/urn:nbn:hr:142:338687

Vukoja, N. (2024). 'Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 01 April 2025, https://urn.nsk.hr/urn:nbn:hr:142:338687

Vukoja N. Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2024 [cited 2025 April 01] Available at: https://urn.nsk.hr/urn:nbn:hr:142:338687

N. Vukoja, "Dyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2024. Available at: https://urn.nsk.hr/urn:nbn:hr:142:338687

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Metadata
TitleDyslexia and Dysgraphia in Learning English as a Foreign Language: A Case Study of Croatian EFL Learners
Title (croatian)Disleksija i disgrafija u engleskom kao stranom jeziku: Studija slučaja hrvatskih učenika engleskog jezika
AuthorNoel Vukoja
MentorDraženka Molnar (mentor)
Committee memberTanja Gradečak (predsjednik povjerenstva)
Committee memberDraženka Molnar (član povjerenstva)
Committee memberAlma Vančura (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Osijek
Defense date and country2024-09-20, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
Dyslexia and dysgraphia are described as neurodevelopmental disorders and are the most common learning difficulties. Students with dyslexia and dysgraphia struggle in many aspects of education, especially foreign language, and need special adaptations to the learning approach. The Multisensory Structured Language (MSL) approach addresses these needs by engaging multiple senses in a structured simple-to-complex methodology. This paper explores the effects of Spark’s and Miller’s (2000) Multisensory Structured Language approach on Croatian English as a Foreign Language (EFL) with dyslexia and dysgraphia through a case study. This research paper consists of five parts. The first two chapters offer a historical and theoretical overview of dyslexia and dysgraphia through a comparison of various theories and beliefs while underscoring the most relevant ones in detail. The third paragraph deals with the legal aspect of dyslexia and dysgraphia in Croatia. The fourth paragraph covers EFL teaching methods for said learning difficulties. The fifth and final paragraph presents a multifaceted descriptive analysis of the MSL approach on two high-school EFL learners with dyslexia and dysgraphia. The results demonstrate significant improvements in both EFL proficiency and participants’ self-efficacy. The main aim of this study is to raise awareness of the importance of teaching adaptations for students with dyslexia and dysgraphia.
Abstract (croatian)
Disleksija i disgrafija opisani su kao neurorazvojni poremećaji te su najčešće poteškoće pri učenju. Učenici s disleksijom i disgrafijom svakodnevno se suočavaju s teškoćama u mnogim aspektima obrazovanja, no posebice pri učenju stranih jezika. Shodno tome, potrebna im je posebna prilagodba pristupa učenju. Pristup višeosjetilnog strukturiranog jezika (Multisensory Structured Language Approach - MSL) pripomaže njihovim potrebama angažiranjem više osjetila u strukturiranoj metodologiji jednostavnog prema složenom. Kao referentnu točku koristi ovog rada koriste se istraživanje autora Sparks i Miller (2000) te istražuje učinke višeosjetilnog strukturiranog jezičnog pristupa na hrvatske učenike engleskog kao stranog jezika (ESJ) s disleksijom i disgrafijom kroz studiju slučaja. Rad se sastoji od pet dijelova. Prva dva poglavlja navode povijesni i teorijski pregled disleksije i disgrafije kroz usporedbu raznih teorija i istraživanja uz detaljno naglašavanje onih najrelevantnijih. Treći odlomak bavi se zakonskim aspektom disleksije i disgrafije u Hrvatskoj, dok četvrti odlomak pokriva ESJ metode podučavanja za učenike s disleksijom i disgrafijom. Peti i posljednji odlomak predstavlja višestruku deskriptivnu analizu MSL pristupa na dva hrvatska srednjoškolska učenika ESJ-a s disleksijom i disgrafijom. Rezultati su pokazali značajna poboljšanja u raznim aspektima ESJ-a i samoučinkovitosti sudionika. Glavni cilj ovog istraživanja je podizanje svijesti o važnosti prilagodbe nastave za učenike s disleksijom i disgrafijom.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:142:338687
Study programmeTitle: English Language and Literature (double major); specializations in: Teacher Education, Philology, Translation Studies
Course: Teacher Education
Study programme type: university
Study level: graduate
Academic / professional title: sveučilišni/a magistar/magistra engleskog jezika i književnosti / sveučilišni/a magistar/magistra edukacije engleskog jezika i književnosti (sveučilišni/a magistar/magistra engleskog jezika i književnosti / sveučilišni/a magistar/magistra edukacije engleskog jezika i književnosti)
Study programmeTitle: Philosophy (double major); specializations in: Teacher Education
Course: Teacher Education
Study programme type: university
Study level: graduate
Academic / professional title: sveučilišni/a magistar/magistra edukacije filozofije (sveučilišni/a magistar/magistra edukacije filozofije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2024-12-03 13:41:04