Inclusive practices in teaching students with dyslexia : Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course

Kormos, Judit and Nijakowska, Joanna (2017) Inclusive practices in teaching students with dyslexia : Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68. pp. 30-41. ISSN 0742-051X

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Abstract

Abstract In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants’ post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the course. Participants who completed more tasks on the course demonstrated increased post-course self-efficacy beliefs and those who posted more comments reported lower levels of worry about the implementation of inclusive language teaching practices.