JultikaUniversity of Oulu repository

Abstract

The study aims to explore the emotional and motivational experiences of learners with dyslexia in the context of language learning. Dyslexia is recognized as one of the most common learning disabilities, and the persistence of academic difficulties associated with dyslexia can have significant implications for the cognitive, emotional, and motivational aspects of learning. By filling a gap in current research, this study examines the academic problems encountered by learners with dyslexia, their emotional and motivational states during language learning, and the regulation strategies employed to navigate these challenges. Utilizing a qualitative research approach, semi-structured interviews were conducted with 8 participants diagnosed with dyslexia. The results show a pattern of task-related difficulties, negative emotions, and the need for emotion and motivation regulation strategies to sustain learning progress. The study emphasizes the significance of investigating this topic to enhance our understanding of the unique experiences and needs of learners with dyslexia. By shedding light on the cognitive, emotional, and motivational dimensions of language learning for learners with dyslexia, this study contributes to the advancement of inclusive educational practices and promotes an environment that recognizes and supports the diverse needs of learners with dyslexia.