ENG: using communicative tasks with beginner EFL learners with specific learning differences in lower secondary school: a materials-design project

Abstract

Learners with specific learning differences have received little attention in communicative language teaching research. Even less attention has been given to the design of suitable tasks for foreign language lessons. The purpose of this study is to examine how communicative tasks can be designed, adapted and implemented for Form 6 learners of English following the simplified curriculum. Also, how these tasks support their participation and confidence in English lessons. Therefore, a design-based research approach was applied and qualitative methods were used to analyse the gathered data. Four Form 6 learners participated in English lessons at a basic school in an urban area with a Russian-speaking majority from March to May 2026. Five communicative tasks were designed and three of them piloted in English lessons. Data were collected through structured observation sheets. The findings show that well-structured, visually supported and movement-based communicative tasks can support the participation and confidence of learners with specific learning differences in foreign language lessons. Key words: specific learning differences, EFL, task-supported learning