Analysis of EFL teaching strategies for the development of speaking skills applied to a student with neurodivergence : a case study.

Abstract

This qualitative single-case study explores the instructional interplay between English as a Foreign Language (EFL) teaching strategies and the development of speaking skills in a 10th-grade student diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The research addresses the gap between the student’s linguistic potential and his oral production, which is often hindered by executive function deficits such as inattention, impulsivity, and working memory limitations. This study employed a methodological triangulation, including structured observation checklists and a semi-structured teacher interview, to characterize current pedagogical practices while also relating the information to Vygotsky’s Sociocultural theory and Fredricks’ Engagement Theory. Then, the research findings showed that while the teacher employed environmental modifications and task-chunking successfully to reduce cognitive load, these strategies were still teacher-dependent through a strong co-regulation. The observations revealed a need for individualized "Wait Time" that conflicts with classroom momentum, creating a “Pacing Paradox”. However, it was also observed that cognitive engagement intensified when the lesson content was aligned with the personal interests of the student. Consequently, the study proposes the SCOPE Framework (Space, Content, Organization, Pacing, and Evaluation). This is a toolkit that provides structured scaffolds, such as visual timers and lexical anchors, which are designed to help the student transition from teacher-dependency toward autonomous self-regulation.