Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning—A Mixed Quantitative-qualitative Study
Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning—A Mixed Quantitative-qualitative Study

Summary/Abstract: The aim of the research is to investigate the interdependence between dyslexia, selfefficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative-qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.

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