In this study, Algerian EFL (English as a Foreign Language) teachers' awareness of, and familiarity with, dyslexia was explored to understand their perspectives on learners with the condition. A purposive sample of 42 EFL teachers from all over Algeria (North, South, West and, East) was surveyed, starting with a web-based questionnaire that addressed teachers' awareness and knowledge about reading difficulties. Semi-structured interviews were then conducted with 15 EFL teachers in order to dig deeply into teachers' understanding and comprehension, followed by two focus group discussions conducted with 8 teachers for more understanding. Findings revealed that the overwhelming majority of Algerian EFL teachers in this sample are not aware of dyslexia but instead linked it to other disabilities. In addition to that, participants' answers demonstrated that because of their poor knowledge of dyslexia they misconceive affected learners and see them as lazy, stupid and or incapable to learn. Overall, the study revealed that awareness and acquaintance among EFL Middle school teachers in Algeria are poor in relation to dyslexia. Thus, it is recommended that all teachers need to have compulsory training programs that stress the understanding of learning disabilities especially dyslexia and the importance of accommodating learners' needs.
Technology has become a noteworthy element in teaching, including the case of EFL (English as a Foreign Language). There seems to be a never-ending list of various uses of technology to achieve and accomplish particular tasks in a spectrum of fields, such as business, medicine, architecture, and education. Teachers, in general, have to teach varied learners with different needs and exceptionalities, where technology is of paramount significance in order to help teachers accommodate the required interests of learners, especially for those with special educational needs such as dyslexia. The present paper aims to investigate Algerian EFL teachers' perspective on dyslexia where teachers highlighted the lack of technology in teaching affected learners. A sample of 42 EFL teachers was recruited from different middle schools in Algeria from the four regions (North, West, East, and South). A triad of research tools was employed: a questionnaire, interviews, and ending up with focus group discussions. Results revealed that there is a serious reported lack regarding the use of technology in Algerian Middle schools. Additionally, Teachers reported that one of the biggest challenges that they face in Algeria is the classic way of teaching English where technology is still not used in a way that can make both processes of teaching and learning easy and effective. Likewise, findings showed that there is no particular technology in teaching those with dyslexia, where teachers highly recommend the integration of technology in Algerian schools for the purpose of improving the quality of education.
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