Influencia del trabajo en grupo vs trabajo individual en el aprendizaje léxico de Inglés de niños con TDAH en un aula numerosa

Valentina Castro Rivera; Vanessa Andrea Jinette Mariano

doi:10.15648/invefor.v5i1.4574

Authors

Valentina Castro Rivera Universidad del Atlántico
Vanessa Andrea Jinette Mariano Universidad del Atlántico

DOI:

https://doi.org/10.15648/invefor.v5i1.4574

Keywords:

Group Work, Individual Work, English teachers, special needs elementary school students, ADHD

Abstract References Downloads

Abstract

This study explores the influence of group work and individual work on the English lexical learning of second-grade students with Attention Deficit Hyperactivity Disorder (ADHD) in an overcrowded classroom of an elementary public school in Barranquilla, Colombia. Considering the lack of research on this matter, this investigation seeks to understand the different educational classroom dynamics and needs of elementary school students with ADHD while challenging the stigma around this topic. The research adopted a pragmatic mixed method approach, combining qualitative and quantitative methods. Additionally, It included a survey with 22 English teachers, direct classroom observations and semi-structured interviews. Results indicate that teachers prefer individual work for students with ADHD since this classroom dynamic promotes concentration and allows teachers to assess their learning process accurately. Conversely, group work enhances the development of social skills and collaboration. Both classroom instructional practices favor learning but also present limitations. Therefore, it is necessary to adapt them to the class context to maximize their benefits. The findings can contribute to the field of inclusive education and the teaching of English as a foreign language in elementary public schools.

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