Diagnostic study of lexical retention challenges in an English as a foreign language (efl) student with down syndrome at the pre-a1 level

Abstract

Retaining lexical terms is fundamental to English as a Foreign Language (EFL) learning. However, students with Down syndrome (DS) face significant challenges because of limitations in short-term memory. Although recent studies recognize the importance of lexical retention and acknowledge the factors that influence it, research specifically focusing on young adults with DS in an EFL context remains limited. To help bridge this gap, this diagnostic study investigated the extent of lexical retention in a young adult student with DS at the pre-A1 level of English proficiency and its influencing factors within the classroom. Employing a concurrent embedded design of mixed methods, this study utilized a single-case short-term longitudinal design as the primary method over four instructional sessions, complemented by a questionnaire with Likert scales and journal entries to identify the key factors influencing lexical retention. Pre- and post-session lexical retention tests were administered to examine the extent of lexical retention of the participant. Concurrently, the influencing factors were explored through a Lexical Retention Factors for Down Syndrome Students Questionnaire (LRFDSSQ) and the researcher’s journal observations. The participant’s lexical retention test scores demonstrated increased lexical retention. At the same time, motivation, student engagement, teaching effectiveness, a supportive learning environment, and teacher-student interaction and rapport were noted as potential contributing factors. This study provides teachers and researchers with valuable perspectives on possible solutions to improve lexical retention among students with DS, aiming to promote inclusion and equity in EFL education.