dc.contributor.author | Nijakowska, Joanna | |
dc.contributor.author | Tsagari, Dina | |
dc.contributor.author | Spanoudis, George | |
dc.date.accessioned | 2021-01-04T18:05:10Z | |
dc.date.accessioned | 2021-02-22T07:30:29Z | |
dc.date.available | 2021-01-04T18:05:10Z | |
dc.date.available | 2021-02-22T07:30:29Z | |
dc.date.issued | 2020-12-08 | |
dc.identifier.citation | Nijakowska J, Tsagari D, Spanoudis G. Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire. Studies in Second Language Learning and Teaching. 2020;10(4):779-805 | en |
dc.identifier.issn | 2083-5205 | |
dc.identifier.issn | 2084-1965 | |
dc.identifier.uri | https://hdl.handle.net/10642/9647 | |
dc.description.abstract | The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness
to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service
teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece,
and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor
structure, that is, knowledge and self-efficacy in implementing inclusive instructional
practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups
and allowed valid comparisons between factor variances and covariances. The scale is
a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion. | en |
dc.language.iso | en | en |
dc.publisher | Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University/ Uniwersytet im. Adama Mickiewicza | en |
dc.relation.ispartofseries | Studies in Second Language Learning and Teaching;Vol. 10 No. 4 (2020) | |
dc.rights | Creative Commons Attribution 4.0 International (CC BY 4.0) License | en |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.subject | Inclusion | en |
dc.subject | Dyslexia | en |
dc.subject | Teacher preparedness | en |
dc.subject | Foreign languages | en |
dc.title | Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2021-01-04T18:05:10Z | |
dc.description.version | publishedVersion | en |
dc.identifier.doi | http://dx.doi.org/10.14746/ssllt.2020.10.4.6 | |
dc.identifier.cristin | 1863618 | |
dc.source.journal | Studies in Second Language Learning and Teaching | |