The lack of technology in teaching EFL to learners with dyslexia in Algeria

Abstract

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.