Teaching English to Students with ADHD: Delving into Possibilities and Challenges through a Qualitative Lens

ADHD (Attention Deficit/Hyperactivity Disorder) affects individuals’ behavior, focus, and emotional regulation, often making language learning particularly difficult. Students with ADHD typically struggle with attention, impulsivity, and hyperactivity, impacting key language skills such as reading, writing, listening, and grammar retention. This case study aimed to identify the specific challenges faced by a male student with ADHD in learning English and to evaluate effective teaching methods tailored to his needs. The study was conducted over one month through daily observations, note-taking, video recordings, and regular tests. These tools were used to track the student’s progress and determine his strengths and weaknesses in language learning. The student struggled most with reading, listening, writing, and grammar, largely due to behavioral shifts and inconsistent focus. However, he showed strong abilities in speaking and vocabulary retention. To address his needs, multiple techniques were employed, including PPP, CLT, Total Physical Response, Gamification, Silent Way, and Design Thinking. Strategies varied based on his mood and learning style. Visual aids, physical games, role-playing, and videos were effective, especially during periods of hyperactivity or distraction. A reward-and-punishment system, requested by the student, also proved to be motivating. To sum up ADHD significantly challenges foreign language learning, but adaptive, student-centered strategies can improve outcomes. Though limited in scope, this study highlights the importance of flexible teaching tailored to ADHD learners’ behaviors, interests, and emotional states.