34.2016, Qs: Call for Participants: Spaced vs Mass Language Instruction: Which approach is better for ADHD Language Learners?

[The LINGUIST List]

LINGUIST List: Vol-34-2016. Thu Jun 22 2023. ISSN: 1069 - 4875.

Subject: 34.2016, Qs: Call for Participants: Spaced vs Mass Language Instruction: Which approach is better for ADHD Language Learners?

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Date: 22-Jun-2023
From: Connor Hunter [ch18877 at essex.ac.uk]
Subject: Call for Participants: Spaced vs Mass Language Instruction: Which approach is better for ADHD Language Learners?


Call for Participants: Spaced vs Mass Language Instruction: Which
approach is better for ADHD Language Learners?

The question of whether massed or spaced practice is most effective is
relevant to language learning by neurodiverse individuals, and in
particular people with ADHD. The ADHD brain is neurologically
different to a neurotypical one, and the cognitive functions that are
affected by include executive functioning skills such as attention,
focus, and concentration; memory; organization; decision-making;
motivation; task-switching; and learning from past mistakes (Friedman,
L., 2015). Anxiety is also a symptom of ADHD.

I decided to focus on ADHD participants due to the lack of studies
that have been completed, and I feel this is an area worth exploring,
to investigate how the instructional condition affects these cognitive
functions of ADHD language learners. The aim of this study is to
establish how language instruction affects the acquisition of a new
language, if it is more beneficial for the learner to have a mass
practice session, or if it is more beneficial to have the same
instruction spaced over several days. More specifically, I will focus
on how this is different for ADHD learners, compared to neurotypical
learners taking the same study. The purpose is to investigate if the
instruction condition and modality affects their ability to acquire,
and how these conditions affect their emotions, such as motivation,
anxiety and confidence. My research questions are:

1. Do adults with ADHD benefit more from massed or spaced practice
when learning the basics of a new language at a beginner level?
2. Do neurotypical adults benefit more from massed or spaced practice
when learning the basics of a new language at a beginner level?
3. What are the participants’ perceptions of their L2 learning
experience? In particular, what are their perceptions of the different
practice conditions (mass vs. spaced) and input modalities (written
vs. auditory)?

Who can participate?

    Those who are aged 18 and over.
    Those who are proficient in English.
    Those who have no knowledge of Polish or other Slavic languages.
    Those with a formal ADHD diagnosis.
    Also, those who are neurotypical.
    You have an interest in learning a second language.

Why should you participate?

    You will learn a new language: Polish.
    You will help researchers to assess how different instructional
styles effect different groups.
    All groups of learners will benefit from this, not just ADHD.
    You will be entered into a raffle draw to win vouchers.

To take part, or for more information, contact Connor Hunter at
ch18877 at essex.ac.uk."

Linguistic Field(s): Applied Linguistics
                     Clinical Linguistics
                     Cognitive Science
                     General Linguistics
                     Linguistic Theories
                     Sociolinguistics




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LINGUIST List: Vol-34-2016
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