Inattention and Hyperactivity in Students with ADHD: A Comparison of Learning Behaviours in EFL Classrooms

Azadeh Nemati¹ Delaram Payehvar² Mojtaba Lahootizad³

1) Department of English Language Teaching, Shiraz branch, Islamic Azad University, Shiraz, Iran
2) Department of English Language Teaching Shiraz Branch Islamic Azad University Shiraz, Iran.
3) Clinical Psychologist, Ravan-Yar Counselling and Psychological Services Center,

IOI Code : ABKH-ACZEFE
Publication : 4th International Conference on Applied Researches in Humanities, Economics, Management & Accounting(icrhema.com)
Abstract :
    Attention-deficit/hyperactivity disorder (ADHD) can affect learners attention and behavior in the classroom. This study examined the differences in behavioral characteristics between English as a Foreign Language (EFL) learners with and without ADHD. A quantitative, comparative study was conducted involving 40 female EFL learners aged 8 to 11 years, including 20 identified as having ADHD and 20 without ADHD. Data were collected using a 10-item questionnaire, adapted from a previously developed tool, and administered to the students using a three-point Likert-type scale. The questionnaire focused on behavioral characteristics related to inattention and hyperactivity. Descriptive statistics were used to analyze the responses of the two groups. The results showed that learners in the ADHD group generally had higher scores on the questionnaire items compared to their non-ADHD peers. Among the ADHD-related dimensions assessed, the mean score for inattention (M = 2.30) was slightly higher than for hyperactivity (M = 2.22). The study emphasized the importance of recognizing individual differences among learners and suggested considering suitable classroom practices when teaching EFL learners with ADHD.

Keywords : attention deficit/hyperactivity disorder (adhd) english learning learning behaviour