Can video-aided classes help Italian students with SLD (specific learning disorders) to facilitate English language learning?
Abstract
The aim of this article is to explore whether captioned videos in English can help students with SLD to facilitate EFL learning. The interest in this area of research derives from our teaching experiences to students with learning disorders who struggled to study English, therefore we carried out some experiments in class in order to investigate whether the bimodal input (the combination of the aural input with the text) could meet the need of these students and reduce their difficulties in L2 learning. The literature review thoroughly analyses theoretical issues concerning the main characteristics of learners with cognitive impairments along with the benefits of using videos as L2 learning tools, besides it makes mention of significant outcomes from previous studies. Findings seem to suggest promising results as not only does this approach show signs of decreasing the main complexities experienced by this type of learners when studying a foreign language, but it also manages to reduce the problems associated with lack of confidence that generally characterize learners with SLpD.
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