DOI 10.26529/cepsj.1424 - Inclusive Teaching Practices with Learners with Dyslexia - Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes

Oct 15, 2026

The survey research examines how foreign language teachers’ self-efficacy beliefs, concerns, and attitudes toward inclusion change after participation in an intensive face-to-face course on dyslexia and foreign language teaching. With pre-post comparisons among 69 teachers, results show statistically significant improvements in self-efficacy beliefs and attitudes, alongside decreased concerns. Perceived dyslexia knowledge increases significantly and relates to both pre- and post-course beliefs, while several background variables show limited or vanishing effects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Introduction

Course design and purpose

Pre-post outcomes: self-efficacy, concerns, and attitudes

Knowledge gains and their relationships

Background variables and moderating effects

DOI: [https://doi.org/10.26529/cepsj.1424](https://doi.org/10.26529/cepsj.1424) Inclusive Teaching Practices with Learners with Dyslexia: Face-To-Face Training-Induced Changes in Foreign Language Teachers’ Self-Efficacy Beliefs, Concerns and Attitudes Joanna Nijakowska1 • The survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on selfefficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but 1 Centre for Foreign Language Teacher Training and European Education, University of Warsaw, Poland; [j.nijakowska@uw.edu.pl](j.nijakowska@uw.edu.pl). this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size. Keywords: foreign language teacher training, dyslexia, inclusive teaching practices, teacher self-efficacy beliefs, teacher attitudes, teacher concerns Prakse inkluzivnega poučevanja učencev z disleksijo: spremembe, spodbujene z izobraževanjem v živo, glede samoučinkovitosti v prepričanjih, skrbeh in v stališčihučiteljev tujih jezikov Joanna Nijakowska • Namen anketne raziskave je bil pokazati, kako se prepričanja o samoučinkovitosti učiteljev tujih jezikov (N = 69) in njihove skrbi v povezavi z izvajanjem inkluzivnih učnih praks z učenci z disleksijo ter njihov odnos do inkluzije v tujejezikovnem izobraževanju spremenijo zaradi udeležbe učiteljev na intenzivnem usposabljanju v živo o disleksiji in poučevanju tujih jezikov. Primerjave pred začetkom in po koncu usposabljanja so pokazale statistično pomembno izboljšanje prepričanj olastni učinkovitosti in stališč z veliko do srednjo velikostjo učinka ter zmanjšanje zaskrbljenosti z majhno velikostjo učinka. Poleg tega se jezaznana raven znanja o disleksiji, o kateri so poročali udeleženci usposabljanja po njegovem zaključku, v primerjavi z znanjem pred usposabljanjem pomembno povečala, pri čemer je bila velikost učinka velika. Zaznavanje znanja je bilo ključno povezano s prepričanji o lastniučinkovito

FAQs

What was the goal of the survey research in the paper?

To determine how foreign language teachers’ self-efficacy beliefs and concerns about inclusive instruction, and their attitudes toward inclusion, change after an intensive face-to-face course on dyslexia and foreign language teaching.

What changes were observed after the face-to-face course?

Teachers showed statistically significant improvements in self-efficacy beliefs and attitudes, and a decrease in concerns, with effect sizes reported as large/medium for improvements and small for concern reduction.

Did participants’ perceived knowledge about dyslexia increase after the course?

Yes. The perceived knowledge level increased significantly after the course, and those perceptions were closely related to both pre-course and post-course self-efficacy beliefs and concerns.

Oct 15, 2026

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