INTRODUCTION
Background of the study
Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder that significantly impacts children's lives both at home and in school, characterized by symptoms such as distractibility, hyperactivity, impulsive behaviors, and difficulty maintaining focus on tasks Despite growing interest in ADHD, public awareness and social acceptance of the disorder remain relatively low.
ADHD is a biological disorder that cannot be blamed on the child or their parents Therefore, children with ADHD require special care and trust, which are essential components of various strategies aimed at alleviating symptoms and helping these students become fully productive members of society.
This paper aims to show that students with ADHD can successfully learn English in school when effective teaching strategies and behavior management techniques are utilized.
Learning a foreign language usually poses a problem for students with ADHD
Approximately 50% of individuals with ADHD experience speech and language disorders linked to central nervous system dysfunction (Cantwell, 2006) Research indicates that these issues may stem from underdevelopment of the brain's frontal lobe, which plays a crucial role in language functions (Swanson, 2006) Additionally, deficits in working memory have been shown to impact the language abilities of children with ADHD (Witton, 1998) Consequently, many face challenges in speaking, listening, reading, and writing in their native language, which can hinder their second language acquisition as well (Sparks, 1992).
Therefore, this study attempted to identify the English teaching activities for ADHD children
Rationale
The history of language teaching is complex, with educators focusing on various methods and techniques to enhance learning Each approach has its own strengths and weaknesses, making it challenging to identify the most effective one Children with Attention Deficit Hyperactivity Disorder (ADHD) often exhibit hyperactivity, inattentiveness, and short concentration spans, leading to language skill deficits such as pronunciation issues, sentence formation difficulties, and challenges in written expression These children may struggle with organization and time management, resulting in forgetfulness and tardiness During tests, their desire to respond quickly can lead to frustration and incorrect answers To support these learners, teachers must implement structured routines, clear rules, and engaging activities tailored to their needs Unfortunately, ADHD students are frequently misperceived as lazy or unmotivated, despite their potential Many educators, particularly those lacking training in managing ADHD, find it difficult to keep students focused and disciplined during lessons.
My research offers valuable insights for English teachers at Hue Star Primary School, particularly regarding effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) By understanding specialized English teaching activities tailored for these students, we can enhance our effectiveness in educating this unique group of learners.
Because of these, I decided to carry out a research entitled “Exploring some common English teaching activities for Attention Deficit Hyperactivity Disorder (ADHD ) Children at Hue Star Primary school”.
Aims of the study
My thesis is going to focus on the following sections:
This study aims to explore English teachers' perceptions of teaching activities tailored for children with ADHD, focusing on developing and refining specialized methods and approaches to enhance the effectiveness of English language learning for these students.
- To find out some English teaching activities for ADHD children in order to stimulate ADHD children’s concentration on the periods
To enhance English learning for children with Attention Deficit Hyperactivity Disorder (ADHD), it's essential to implement effective training strategies Engaging activities tailored to their unique needs can significantly improve their language skills By exploring innovative teaching methods, educators can create a more conducive learning environment that captures the interest of ADHD students, ultimately fostering their English proficiency.
Significance of the study
Learning English is essential for children, as it enhances their reading, basic math, and communication skills This research investigates the effectiveness of English teaching activities tailored for children with ADHD and offers practical suggestions for more effective training The findings aim to raise awareness among teachers and parents regarding the best teaching strategies for children with Attention Deficit Hyperactivity Disorder.
Research Questions
This study aims to address the following questions:
1 What are English teachers’ perceptions of English teaching activities for teaching ADHD Children?
2 Which activities are often used for teaching English to Attention Deficit Hyperactive Disorder Children?
3 What are the suggestions recommended to help training more effectively for Attention Deficit Hyperactivity Disorder Children?
Scope of the study
This research focused on English teaching activities tailored for children with ADHD at Hue Star Primary School, involving a sample of 111 parents, 5 teachers, and 17 ADHD students from grades 1 to 5.
Data collection involved observations, interviews, and tests conducted with parents Observations were performed twice across six classes from grades 1 to 5, while interviews were held with five teachers, supplemented by note-taking to capture the findings.
4 keep track of their perceptions of English teaching activities for ADHD children and the effectiveness of using these activities in their classes.
Structure of the study
This study consists of five chapters:
This chapter introduces general information of the research consisting of background, the rationale, the aims, significance and the scope of the study.
LITERATURE REVIEW
Overview
This chapter explores key concepts associated with Attention Deficit Hyperactivity Disorder (ADHD) in children, focusing on theories related to intention and hyperactivity It also highlights effective English teaching activities tailored for children with ADHD and reviews significant prior research relevant to the topic.
Theoretical background
2.2.1 An Overview of Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactivity Disorder (ADHD) is recognized as a legitimate mental disorder characterized by symptoms such as difficulty concentrating, excessive movement, and subpar academic performance despite average or above-average intelligence (Humphrey, 2010).
Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder defined by the simultaneous presence of attentional issues and hyperactivity, with symptoms typically emerging before the age of seven Understanding ADHD requires exploring its characteristics and related concepts to grasp its full meaning.
According to Barkley (1998) Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems that inattention and hyperactivity – impulsivity that are developmentally inconsistent with the age of the child
Attention Deficit Hyperactivity Disorder (ADHD) is defined as a developmental disorder marked by symptoms such as distractibility, hyperactivity, impulsive behaviors, and difficulty maintaining focus on tasks or activities.
Accordingly, ADHD children are marked with hyperactivity, inattentiveness and characteristic of short concentration span, short-term memory disorders, and
Children with ADHD often exhibit higher levels of impulsiveness, leading to short attention spans and a tendency to become easily bored and frustrated with tasks Despite their intelligence, this lack of focus can result in poor academic performance and challenges in school Additionally, children with ADHD tend to act impulsively, prioritizing immediate actions over thoughtful consideration.
Children with language skill deficits often experience delayed speech development, difficulties in pronunciation, sentence formation, stuttering, and challenges in expressing their thoughts in writing They also struggle with organization, frequently forgetting items, getting lost, and arriving late to class During tests, these children tend to rush their answers, overlook instructions, and may feel frustrated, leading to incorrect or incomplete responses To support their learning, it is essential to implement fixed rules, a structured timetable, regular breaks, and an organized daily routine (Serfontein, 1999).
Short-term memory is crucial for effective learning, as it temporarily holds new information for a brief period—ranging from an hour to a week—before it is transferred to long-term memory For children with ADD and ADHD, frequent repetition serves as essential support to help reinforce and expand their understanding of this information (Serfontein, 1999).
Neuroscientists have yet to determine the exact origin of ADHD, but research indicates that children with ADHD exhibit neurological differences in specific brain regions Treatment typically includes psychoactive medications, highlighting the importance of communication and collaboration between teachers and doctors.
In the realm of education, teachers often struggle to differentiate between credible research and personal opinion, making it challenging to substantiate claims Vanderwolf (2009) highlights the lack of scientific evidence supporting the effectiveness of child-centered, activity-based education and the whole language method in enhancing literacy skills He advocates for educators to adopt a critical approach, questioning educational trends and seeking evidence before accepting them as fact To maintain objectivity, it is essential for teachers to explore a wide range of sources While there are numerous definitions of Attention Deficit Hyperactivity Disorder (ADHD) in children, this thesis utilizes the definition provided by a medical dictionary for clarity and precision.
ADHD is a developmental disorder marked by symptoms such as distractibility, hyperactivity, impulsive behaviors, and difficulty maintaining focus on tasks This disorder significantly impacts children's ability to engage in activities effectively Consequently, this thesis explores various effective teaching activities tailored for children with ADHD to enhance their learning experience.
The Attention Deficit Hyperactivity Disorder meaning could be conveyed in many fields
2.2.1.2 Categories and symptoms of Attention Deficit Hyperactive Disorder
Inattention is a significant yet often overlooked aspect of ADHD, particularly in children who may not exhibit impulsivity or hyperactivity According to the National Institute of Mental Health, these children are frequently perceived as forgetful or sluggish, highlighting the need for treatment comparable to those with more disruptive symptoms Symptoms of inattention can include difficulty focusing, forgetfulness, and lack of organization, underscoring the importance of recognizing and addressing this condition in affected children.
Children with inattentiveness often struggle to maintain focus on tasks, becoming easily bored within minutes While they can concentrate on activities they enjoy, directing their attention towards organizing and completing assignments, such as homework, proves challenging Common issues include forgetting to write down assignments, leaving materials at school, or bringing the wrong books home Consequently, the homework they eventually complete is frequently riddled with mistakes and corrections.
Hyperactivity is a prominent symptom of ADHD, characterized by individuals who are constantly in motion and unable to remain still According to Keith (1996), hyperactive children often struggle to stay seated during lessons, frequently squirming, roaming around, or engaging in fidgeting behaviors such as wiggling their feet, touching objects, or tapping noisily.
Hyperactive children are often characterized by their constant motion and inability to stay still They may exhibit fidgety behavior, such as squirming in their seats, tapping their pencils, or roaming around the room during meals or lessons These children tend to bounce from one activity to another, frequently touching or playing with whatever is within reach, and may engage in nonstop talking.
Dr Stephen A Ferrari (2008) notes that individuals with ADHD often struggle with behavioral impulsivity, failing to pause and consider their actions before acting Despite repeated reminders to "stop and think first," they frequently lack the ability to exercise forethought or judgment, making it challenging for them to learn from past mistakes As a result, they tend to act on their immediate impulses without reflection.
Impulsive children often struggle to control their immediate reactions, leading to inappropriate comments and actions without considering consequences This impulsivity can manifest in difficulty waiting for their turn or sharing, such as grabbing toys or reacting aggressively when upset Their symptoms may vary and intensify based on individual biological and environmental factors In children with ADHD, impulsivity can hinder their social integration, making them perceived negatively by peers Therefore, behavioral interventions aim to promote positive behaviors that enhance both their learning and that of their classmates Effective classroom management reduces disciplinary issues and fosters a conducive learning environment When teachers spend time addressing disruptive behaviors, they have less capacity to assist other students Thus, behavioral interventions should be seen as valuable teaching opportunities rather than punitive measures, with children with ADHD often requiring special accommodations to support their learning.
Review of the previous studies
Teachers must adopt an individualized teaching approach for each student with special needs, including those with behavioral problems, who also require tailored methods to facilitate their learning Addressing the unique challenges faced by these children is essential, as it helps them overcome barriers in their educational journey This critical aspect of teaching has been extensively explored in numerous books, studies, and articles.
A study by Brno (2009) highlights the critical role of teachers in supporting English language learning for children with ADHD, emphasizing the need for encouragement, a tailored curriculum, and collaboration among educators and parents to foster a positive school environment The study also notes that incorporating engaging activities can make learning English enjoyable and reduce anxiety for ADHD students Additionally, Stephanie Jackson (2004) underscores that every student is unique, with varying needs and challenges, particularly in language acquisition, and suggests that incorporating movement-based activities can significantly benefit ADHD learners.
The activities designed for teaching English to children with ADHD should ensure that regular children are not left behind Turketi (2010), in "Teaching English To Children With ADHD," emphasizes the importance of seeking class activity ideas from various resources, including games and activities specifically tailored for ADHD children These activities are typically fun, visual, and interactive, making them adaptable to language teaching environments Furthermore, strategy plays a crucial role in the success of teaching English to ADHD children, highlighting its significance in educational practices.
A successful strategy for educating children with ADHD involves three key components: academic instruction, behavioral interventions, and classroom accommodations By integrating techniques from these areas into daily teaching and classroom management, educators can significantly enhance the academic performance and behavior of students with ADHD This approach not only benefits these children but also fosters a more effective learning environment for all students.
Attention Deficit Hyperactivity Disorder (ADHD) is a childhood syndrome marked by high levels of inattention, hyperactivity, or both, with prevalence estimates ranging from 3% to 5% in the general population (Barkley, 1990; APA, 1994) This suggests that many classrooms likely have at least one child affected by ADHD, which is often considered a "school-based disorder" due to its pronounced symptoms in educational environments (Atkins & Pelham, 1991) Additionally, ADHD is observed to occur three times more frequently in boys than in girls.
In Vietnam, families of children diagnosed with ADHD often encounter significant out-of-pocket expenses, as insurance policies typically do not cover ADHD treatment or other mental health issues Additionally, school programs that provide essential social skills and behavior training for children with ADHD-related challenges are largely unavailable Furthermore, not every child with ADHD qualifies for special education services, resulting in many children lacking the necessary and appropriate treatment for their condition (Ngo Thanh Hoi, 2009).
My research, to some extent, can be seen as a follow up to the pioneering study entitled “Activities for Teaching English to Children With Special Needs”- by Brno
In his 2009 thesis, the author explores the impact of movement in English classes for both regular students and those with learning disabilities He examines three methodologies: the Learning Style model, Total Physical Response (TPR), and Brain Gym, all of which emphasize the significance of movement in the teaching and learning process, supported by scientific and neurological evidence To illustrate the advantages and disadvantages of incorporating movement in education, he presents foundational concepts related to brain function and learning disabilities, while also discussing the implications of the Learning Style approach.
The article explores the significance of movement in learning for disabled students, highlighting the perspectives of scientists and neurologists on this issue It emphasizes the importance of understanding scientific and neurological studies in education, particularly for students with learning disabilities Through active research, the practical section aims to demonstrate how various activities can be integrated into teaching and their impact on the progress of learners with disabilities The study compares the outcomes of students engaged in activity-based lessons versus traditional methods, identifying both the advantages and disadvantages of such approaches Ultimately, the goal is to show that effective activities can capture students' attention, foster a positive attitude towards learning, and improve academic results.
My research highlights effective activities for teaching English to children with ADHD, while also identifying the challenges teachers face in this process Utilizing the "Child Attention Deficit Disorder (ADD/ADHD) Test" by John M Grohol (2013), I was able to clarify students' behaviors, enabling the development of tailored teaching methods Additionally, the study appreciates teachers' approaches, paving the way for improved strategies in English instruction for ADHD children.
METHODOLOGY
Introduction
This chapter outlines the research methodology and the specific methods used for data collection in the study, reiterating the research questions to enhance clarity and understanding.
1 What are English teachers’ perceptions of English teaching activities for teaching ADHD Children?
2 Which activities are often used for teaching English to Attention Deficit Hyperactivity Disorder Children?
3 What are the suggestions recommended to help training more effectively for Attention Deficit Hyperactivity Disorder Children?
This section presents the background information of the research, detailing the time and location of the study Following the introduction, the selected methods for data collection will be outlined.
Research approach
Based on the inquiry of the research, both qualitative and quantitative approaches are combined so that the data can be obtained easily and analyzed objectively
The choice of a quantitative method in researching teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) aims to uncover insights and suggestions for effective practices This approach emphasizes reliability, validity, and generalizability, allowing for clear predictions of cause and effect, as highlighted by Cassell & Symon (1994) However, the limitations of quantitative methods include a lack of communication with teachers, which restricts the exploration of valuable teaching techniques for ADHD Additionally, the small sample size of children and teachers can undermine the study's context, as quantitative research often overlooks the natural settings and the nuanced meanings derived from diverse perspectives.
24 disadvantage is that you need to study a large number of people to get an accurate result” (Jordan Steer, 2013)
Qualitative methods allow evaluators to explore specific issues, cases, or events in great depth, offering a level of detail unattainable by quantitative strategies (Patton, M Q, 2002) This flexibility in data collection and analysis provides a more realistic understanding of the world, which is often lost in numerical data and statistical analysis For instance, this approach has enabled researchers to gain insights into teachers' perceptions of English teaching techniques for children with ADHD and the effectiveness of these methods in enhancing their learning However, qualitative research has its drawbacks, as it can become ritualized, leading researchers to lose the essential link between concepts and their measurements Additionally, there is skepticism regarding conventional data collection techniques, which may distort the phenomena they aim to study (Van Maanen, 1979).
The research employed a mixed-methods approach, incorporating quantitative observations in classrooms and qualitative interviews with English teachers The interviews aimed to validate teachers’ perceptions of effective English teaching techniques for children with ADHD and assess the impact of these methods on their learning McCall and Bobko (1990) highlight the importance of balancing qualitative and quantitative methods, asserting that no single approach is superior and emphasizing the necessity of broadening our understanding of research methodologies to enhance discovery.
This study was conducted at Hue Star Primary School in Hue City, Vietnam, where I work and have observed challenges faced by children with ADHD My goal is to assist these students in overcoming their difficulties As an English teacher, I aim to identify effective teaching techniques tailored for children with ADHD, while also facilitating data collection for my research.
The study participants consisted of three distinct groups: five teachers from Hue Star Primary School, one hundred eleven parents, and seventeen ADHD children selected from six classes spanning grades 1 to 5 at the same institution.
The study involved five teachers, four female and one male, aged between 25 and 60, all holding a BA degree To identify children with ADHD at Hue Star Primary School, the "Child Attention Deficit Disorder (ADD/ADHD) Test" by John M Grohol (2013) was administered to parents of 111 children across grades 1 to 5 This test, ideally conducted by trained mental health professionals, proved reliable in identifying ADHD symptoms, resulting in 17 children scoring between 36-41 and 42 and above Follow-up conversations with parents confirmed these diagnoses, with some children having previously sought psychological treatment The five teachers involved in the study have experience working with ADHD children, making them well-suited for this research.
The table below briefly summarizes the participants of this study:
Participants Age Number Female Male
Hue Star Primary children From 6-11 17 3 14
Parents of the children From 24-45 111 65 46
This study utilizes three research methods: observation, interviews, and tests administered to parents Observations were conducted twice across six classes from grades 1 to 5, while interviews with five teachers focused on their perceptions of English teaching activities for children with ADHD and the effectiveness of these methods in the classroom The interviews were conducted in English, and a total of 111 parents completed the "Child Attention Deficit Disorder (ADD/ADHD) Test" designed by John M Grohol in 2013 to identify children with ADHD Ultimately, the collected information can be cross-verified to support one another, mitigating the limitations of each method and leading to a reliable conclusion.
Data collection procedure
The interview method served as an effective tool for data collection in this research, utilizing note-taking to track responses from teachers to nine targeted questions This approach, while having its strengths and limitations, allowed for minimal guidance, enabling interviewees to freely express their thoughts, ideas, and experiences in their own words This method is particularly valuable for uncovering personal accounts, fostering a deeper understanding of the subject matter Additionally, the data collected can be analyzed in various ways, either quantitatively through coding or qualitatively by selecting impactful quotes.
Interviews serve as a valuable tool for highlighting key points, as their length allows for a richer supply of information Additionally, they are recognized as a scientific method for enhancing systematic knowledge about subjective experiences (Bryman, 1992).
The study employed semi-structured interviews with English teachers at Hue Star Primary School to explore their perceptions of teaching techniques for children with ADHD and the effectiveness of these methods in enhancing English learning To protect participant confidentiality, teachers were anonymized as T1, T2, T3, etc However, this interview method presents limitations, including the potential for rambling off-topic, reactivity that disrupts natural responses, and a lack of ecological validity due to sensitivity to wording changes (Bryman, 1992) Additionally, interviews can be time-consuming, as analyzing, transcribing, and coding the data is a significant task following data collection Reliability issues arise from the difficulty in maintaining consistency and objectivity, influenced by the interviewer and context (Denscombe, 2003) Acknowledging these challenges, the author opted to incorporate observational methods for the research.
Observation serves as an effective and cost-efficient method for collecting data from a large number of participants, particularly through mail In my research, I observed six classes with students diagnosed with ADHD, conducting one or two observations per class to ensure accurate data collection (refer to the observation sheets in Appendix C) Each observation focuses on four key areas: the class environment, the English teacher's profile, the teaching techniques employed and their impact, and the specific characteristics of the ADHD students in each class A detailed analysis of these observations will be presented in Chapter 4.
Located in the heart of the city, this private school emphasizes English language learning, offering extended lessons with native speakers and a total of 10 English periods per week With two foreign teachers on staff, the school features vibrant English classrooms equipped with modern resources In addition to the core curriculum, students can engage in a variety of after-school activities, including the "Ring the Golden Bell" competition, fashion shows, and enjoyable English lessons The curriculum utilizes a textbook revised by Tamzin Thompson and Naomi Simmons, published by Oxford University, tailored to different proficiency levels.
As a result of the “Child Attention Deficit Disorder (ADD/ADHD) Test” (John
M Grohol, Psy.D.) there are seventeen children with ADHD The author distributed these children in suitable classes with the same levels
In a first-grade classroom of fifteen students, many children face learning disabilities or behavioral disorders such as ADHD This inclusive environment allows the teacher to tailor methods and pacing to meet the diverse needs of all students English lessons are conducted in a traditional classroom setup, where students remain attentive to the teacher's instruction.
3.3.2.2.2 The English teacher of class 1
With six years of experience in teaching English, the teacher has not undergone formal training in educating children with ADHD, although she has read relevant literature on the subject The primary challenge she faces is that these children are highly active, struggle to stay seated, and often lack adequate lesson preparation.
3.3.2.2.3 Children with ADHD in the class 1
According to a test conducted by John M Grohol in 2013, four first-grade students in the class, referred to as Sun, Fun, Run, and Jun, have been identified as exhibiting signs of childhood ADHD, with scores of forty-two and above.
Sun exhibits hyperactive-impulsive behavior, often unable to stay seated in class He frequently runs around and engages in playful interactions with a classmate Additionally, he tends to shout out answers when he feels overlooked by the teacher.
The hyperactive-impulsive type of ADHD is prominently displayed in Fun, particularly in classroom settings He frequently engages in conversations with nearby classmates and often calls out answers at inappropriate times Additionally, his impulsivity is evident when he experiences frustration or disappointment after losing a game, leading to feelings of anger or sadness.
Run exhibits characteristics of the predominantly inattentive type, displaying heightened sensitivity and a frequently somber demeanor His lack of concentration affects both his lessons and short-term games, indicating challenges in maintaining focus.
Jun exhibits characteristics of the predominantly inattentive type, often struggling to focus on her teacher and classmates Instead, she immerses herself in comic books, frequently laughing out loud during class Her primary interest lies solely in comics, and she tends to be quite shy and reserved in social situations.
The second-grade class comprises thirteen children, most of whom possess a similar and commendable level of English proficiency Additionally, there are few students with learning disabilities, with only one child exhibiting inattentive behavior.
The classroom that is used for English lesson is closed and it is situated in the calm place The arrangement of the desks is traditional
3.3.2.3.2 The English teacher of class 2
The newly graduated teacher from Hue College of Foreign Languages lacks formal training in ADHD education, having neither attended relevant courses nor read literature on the subject.
She is very satisfied with the class and values the children's regular preparation for English lessons She believes that teaching English to children with ADHD presents significant challenges, which is why she consistently prepares her lessons thoroughly.
3.3.2.3.3 Children with ADHD in the class 2
From the result of the test (John M Grohol, Psy.D.), based on their parents' response to the test, the scoring is from 36 to 41 so she was clearly identified with ADHD
Data analysis
The study utilized both quantitative and qualitative methods to analyze data, with statistical observations presented in tables and charts Information from interviews was thematically grouped and qualitatively analyzed, providing an insightful description of the issues at hand The findings aim to enhance English teaching activities for children with ADHD at Hue Star Primary School.