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Comparative Reviews of Instructional Strategies in the Teaching of English as a Second Language Students with Learning Disabilities

Magdalene Chinyere Stanley (Doctoral Candidate)

Abstract

Global English lingua franca spread has heightened demands for inclusive ESL instruction addressing diverse learner needs, particularly learners with learning disabilities (LDs) who face exacerbated challenges in cognitive processing and language learning. This study synthesizes evidence on instruction strategies to influence equitable practice across global and local contexts. For the purposes of undertaking a comparative analysis of instructional methodologies for ESL students with LDs, mapping their effectiveness, practicability, and contextual moderators and proposing an evidence-based pedagogical framework for inclusive pedagogy. A systematic literature review (1995-2025) of 47 peer-reviewed studies was complemented with comparative matrices and thematic analysis. The criteria for study inclusion emphasized LD-identified ESL groups, language-based interventions, and reading, vocabulary, and metacognition as outcomes. Effect sizes, fidelity, and moderators were extracted from the data and synthesized narratively adjusting for study quality. Innovative, technology-enhanced, student-centered approaches outranked traditional methods with effect sizes ranging from 0.7-1.2 for proficiency, autonomy, and motivation. Comparative topics showed strengths in personalization and motivation for LD subtypes like dyslexia, conditioned by resource equity and teacher development. Hybrid methods integrating overt metacognitive assistance and translanguaging optimize outcomes for ESL students with LDs, strengthening inclusive curricula. Recommendations identify teacher training, policy-driven funding, and longitudinal research as key to closing digital divides and honing cross-cultural adaptations. International ESL policy and practice are built around this model for equitable multilingual achievement.

Keywords

ESL instruction learning disabilities inclusive pedagogy technology-enhanced learning comparative synthesis

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