Learning English as a Foreign Language with Autism Spectrum
Disorder: Reflection	of Classroom Practices and
Experience(s)

q 2025

Learning English as a Foreign Language with Autism Spectrum Disorder: Reflection of Classroom Practices and Experience(s)

ZERZOVÁ, Jana

Základní údaje

Originální název

Learning English as a Foreign Language with Autism Spectrum Disorder: Reflection of Classroom Practices and Experience(s)

Autoři

ZERZOVÁ, Jana

Vydání

2025

Další údaje

Jazyk

angličtina

Typ výsledku

Habilitační práce

Obor

50302 Education, special

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

AS; Aspergerův syndrom; angličtina jako cizí jazyk; EFL; ELT; PAS; poruchy autistického spektra; učení se cizímu jazyku

Klíčová slova anglicky

autism spectrum disorder; AS; ASD; Asperger’s syndrome; EFL; ELT; English as a foreign language; foreign language learning;

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 14. 11. 2025 09:17, doc. Mgr. Jana Zerzová, M.A., Ph.D.

Anotace

V originále

The thesis presents the findings of research on autism spectrum disorder (ASD) learners of a foreign language (FL) and their classroom experience(s) in English as a foreign language (EFL) classes in the Czech Republic. The main aim was to investigate the EFL classroom experience(s) of ASD learners and their teachers, focusing on its aspects related both to the classroom environment and lessons in general, as well as on the specifics of EFL lessons and learning English to find out what type of support ASD learners, their parents and their teachers perceive as needed in their EFL classes (if any) and why. The research aims were further broken down into ten research questions. The research design strived for methods and data source triangulation. Method triangulation was achieved by the means of two methods of data collection, namely semi-structured interviews, and qualitative surveys. Data source triangulation was achieved by recruiting respondents and interviewees falling into four groups, with the primary aim to find triads of ASD pupils, their parents and teachers willing to take part in the research. The final sample consisted of forty research participants (ten ASD pupils and students, ten ASD adults, and ten parents and ten teachers of the ASD learners). Purposive sampling was employed. The ASD participants were all diagnosed with Asperger’s syndrome. A system of categories for coding the data was designed as a result of this process, subdivided into five sections covering (A) personal and ASD characteristics codes, (B) learning and learning at school codes, (C) learning English codes and (D) extra categories for the ASD learners’ parents and teachers, and (E) extra categories for the ASD learners’ teachers. The findings suggest ASD learners differ in their attitudes and aptitude for FLL just like any other subgroup of FL learners. There were ASD learners in the sample showing signs of savantism in FLL, fluent in English, having adopted the FL to form their new identities to help them reach out to neurodivergent people and ease their communication with them. There were also learners in the sample less successful in FLL struggling with its many aspects, especially those related with understanding spoken utterances and the social interaction component of FLL. In terms of language skills, reading and writing were found generally less challenging than listening involving demands on interpretation of the spoken utterances as well as auditory overload and speaking coupling the problems in listening exercises with social interaction challenges. Many ASD learners enjoy the system and structure in learning a FL that helps them compensate for their struggles in social interaction and many of them tend to prefer deductive teaching of grammar and find scaffolding and visualisation important in their FLL. Despite their social interaction and (non)verbal communication and other problems their willingness to communicate in a FL is often very high. These generalizations, however, should rather be understood as signposts to follow or not, depending on each ASD learner’s unique personality. The outcomes of the research present findings that are important for FL teachers and FL teachers’ educators and teacher trainers in terms of how to accommodate neurodivergent pupils in their classes and the research-based application recommendations are summarized in the ASD-Friendly Foreign Language Teaching Model designed in form of four cycle matrix figures covering (1) classroom environment, management, activities and interaction, (2) TA’s roles, testing, assessment and evaluation, homework, family support, (3) language activities (reception, production, interaction, mediation), (4) language systems (grammar, vocabulary, pronunciation) and topics, and highlighting what FL teacher should take into consideration when preparing and conducting their classes with ASD learners present in them.

Přiložené soubory

Habilitacni_prace_Zerzova_tisk.pdf Verze souboru

Citovat

ZERZOVÁ, Jana. Learning English as a Foreign Language with Autism Spectrum Disorder: Reflection of Classroom Practices and Experience(s). 2025.

@book{2532497,
   author = {Zerzová, Jana},
   keywords = {autism spectrum disorder; AS; ASD; Asperger’s syndrome; EFL; ELT; English as a foreign language; foreign language learning;},
   language = {eng},
   title = {Learning English as a Foreign Language with Autism Spectrum Disorder: Reflection of Classroom Practices and Experience(s)},
   url = {https://www.muni.cz/inet-doc/3315455},
   year = {2025}
}

TY  - BOOK
ID  - 2532497
AU  - Zerzová, Jana
PY  - 2025
TI  - Learning English as a Foreign Language with Autism Spectrum Disorder: Reflection of Classroom Practices and Experience(s)
KW  - autism spectrum disorder
KW  - AS
KW  - ASD
KW  - Asperger’s syndrome
KW  - EFL
KW  - ELT
KW  - English as a foreign language
KW  - foreign language learning;
UR  - https://www.muni.cz/inet-doc/3315455
N2  - The thesis presents the findings of research on autism spectrum disorder (ASD) learners of a foreign language (FL) and their classroom experience(s) in English as a foreign language (EFL) classes in the Czech Republic. The main aim was to investigate the EFL classroom experience(s) of ASD learners and their teachers, focusing on its aspects related both to the classroom environment and lessons in general, as well as on the specifics of EFL lessons and learning English to find out what type of support ASD learners, their parents and their teachers perceive as needed in their EFL classes (if any) and why. The research aims were further broken down into ten research questions. The research design strived for methods and data source triangulation. Method triangulation was achieved by the means of two methods of data collection, namely semi-structured interviews, and qualitative surveys. Data source triangulation was achieved by recruiting respondents and interviewees falling into four groups, with the primary aim to find triads of ASD pupils, their parents and teachers willing to take part in the research. The final sample consisted of forty research participants (ten ASD pupils and students, ten ASD adults, and ten parents and ten teachers of the ASD learners). Purposive sampling was employed. The ASD participants were all diagnosed with Asperger’s syndrome. A system of categories for coding the data was designed as a result of this process, subdivided into five sections covering (A) personal and ASD characteristics codes, (B) learning and learning at school codes, (C) learning English codes and (D) extra categories for the ASD learners’ parents and teachers, and (E) extra categories for the ASD learners’ teachers. The findings suggest ASD learners differ in their attitudes and aptitude for FLL just like any other subgroup of FL learners. There were ASD learners in the sample showing signs of savantism in FLL, fluent in English, having adopted the FL to form their new identities to help them reach out to neurodivergent people and ease their communication with them. There were also learners in the sample less successful in FLL struggling with its many aspects, especially those related with understanding spoken utterances and the social interaction component of FLL. In terms of language skills, reading and writing were found generally less challenging than listening involving demands on interpretation of the spoken utterances as well as auditory overload and speaking coupling the problems in listening exercises with social interaction challenges. Many ASD learners enjoy the system and structure in learning a FL that helps them compensate for their struggles in social interaction and many of them tend to prefer deductive teaching of grammar and find scaffolding and visualisation important in their FLL. Despite their social interaction and (non)verbal communication and other problems their willingness to communicate in a FL is often very high. These generalizations, however, should rather be understood as signposts to follow or not, depending on each ASD learner’s unique personality. The outcomes of the research present findings that are important for FL teachers and FL teachers’ educators and teacher trainers in terms of how to accommodate neurodivergent pupils in their classes and the research-based application recommendations are summarized in the ASD-Friendly Foreign Language Teaching Model designed in form of four cycle matrix figures covering (1) classroom environment, management, activities and interaction, (2) TA’s roles, testing, assessment and evaluation, homework, family support, (3) language activities (reception, production, interaction, mediation), (4) language systems (grammar, vocabulary, pronunciation) and topics, and highlighting what FL teacher should take into consideration when preparing and conducting their classes with ASD learners present in them.
ER  -

ZERZOVÁ, Jana. \textit{Learning English as a Foreign Language with Autism Spectrum Disorder: Reflection of Classroom Practices and Experience(s)}. 2025.

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