Assessing Peer Perceptions of Communication Strategies Used by Students with ADHD in Collaborative ESL Tasks
DOI:
https://doi.org/10.70670/sra.v4i2.2216Keywords:
ADHD, Collaborative Learning, ESL Classrooms, ESL Tasks, Neurodiversity, Peer Perceptions, Social RapportAbstract
This study examines, from a peer perspective, the communication strategies that students with Attention-Deficit Hyperactivity Disorder (ADHD) employ during collaborative ESL tasks. The research focuses on ESL learners’ perceptions of topic-shifting behavior, social rapport, and communicative clarity during group activities with ADHD learners. A quantitative survey design was utilized, with data collected via a close-ended, 5-point Likert scale questionnaire administered through Google Forms. Purposive sampling was used to select a sample of university-level BS English students. The data were analyzed using descriptive statistics, including percentages and frequency distributions. The results indicated that a majority of the participants held positive perceptions of the communication strategies used by ADHD students in collaborative learning environments. Most respondents agreed that while topic-shifting occasionally impacts task flow, students with ADHD participate actively in discussions and maintain meaningful social interactions. Ultimately, this study highlights a growing awareness of and willingness among ESL learners to work with neurodivergent peers in the ESL classroom, thereby fostering inclusive educational practices.
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