Blended learning and memory-training techniques for specialised vocabulary learning in adult EFL learners with dyslexia

Completing a University’s foreign language proficiency requirement is often a challenge for dyslexic students. Foreign language learning is a strenuous and difficult task for these learners because of a complex interplay of deficit-, personality- and methodology-related factors. This contribution presents an ongoing project on EFL learning and dyslexia carried out at the University of Pisa Language Centre. It discusses the preliminary results obtained from a case study focusing on the effects of memory training techniques and of a multimodal and multisensory approach to specialized vocabulary teaching on learners with dyslexia. A multimodal approach in communicative settings has proven effective and beneficial in terms of memorization and motivation. Blended learning, computer mediated communication, together with face-to-face modes can contribute to plan effective multisensory learning settings for dyslexic students (Gillingham and Stillman 1997, Nijakowska 2010, Dóczi and Kormos 2015, Cappelli and Noccetti 2016). Existing EFL materials were adapted using both audio-visual and tactile tools to activate the different sensory channels. The frequency of stimulus exposure was increased and denomination techniques were used to help the memorization of new lexical items. At the same time, the learners’ memory systems (both declarative and procedural) were trained through specifically designed memory-games and techniques (Allway and Allway 2013).