Exploring scaffolding strategies for teaching english to adhd learners in efl contexts

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dc.contributor.advisorDussan Pérez, Andrés Felipe
dc.contributor.authorTapias Benítez, Laura Sofía
dc.contributor.authorWright Pérez, Paula Andrea
dc.contributor.corporatenameUniversidad Santo Tomás
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001684961
dc.contributor.orcidhttps://orcid.org/0009-0002-3883-8434
dc.date.accessioned2026-07-30T21:12:54Z
dc.date.available2026-07-30T21:12:54Z
dc.date.issued2026-07-09
dc.descriptionEste estudio analiza el impacto de las estrategias de andamiaje en la participación de un estudiante con Trastorno por Déficit de Atención e Hiperactividad (ADHD) en un curso de inglés Nivel D en una institución privada de Barranquilla. A través de un enfoque cualitativo de investigación-acción, se emplearon observaciones de clase, una entrevista semiestructurada y una encuesta para identificar cambios en la atención, la participación y la autonomía del estudiante. Los resultados muestran que las estrategias de andamiaje —como segmentar instrucciones, modelar tareas, usar apoyos visuales, ofrecer práctica guiada y retirar gradualmente la ayuda— mejoraron la atención, el inicio de actividades y la independencia del estudiante. También fortalecieron su autorregulación emocional y su confianza académica. Sin embargo, la participación social no avanzó al mismo ritmo; el estudiante prefirió el trabajo individual y mostró poca disposición a colaborar con sus compañeros, posiblemente por la baja frecuencia de clases y la falta de vínculos sociales estables. En general, el estudio demuestra que el andamiaje es una herramienta pedagógica eficaz para apoyar a estudiantes con ADHD en contextos de inglés como lengua extranjera, especialmente cuando se adapta a sus necesidades cognitivas y emocionales.
dc.description.abstractThis study examines the impact of scaffolding strategies on the participation of a student diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in a Level D English course at a private institution in Barranquilla. Using a qualitative action-research approach, classroom observations, a semi-structured interview, and a student survey were used to identify changes in the student's attention, participation, and autonomy. The results show that scaffolding strategies—such as breaking down instructions, modeling tasks, using visual supports, providing guided practice, and gradually fading assistance—improved the student’s attention, task initiation, and independence. These strategies also strengthened emotional regulation and academic self-confidence. However, social participation did not progress at the same pace; the student preferred working individually and showed low willingness to collaborate with peers, possibly due to limited class frequency and a lack of stable social bonds. Overall, the study demonstrates that scaffolding is an effective pedagogical tool for supporting students with ADHD in English as a Foreign Language (EFL) context, especially when adapted to their cognitive and emotional needs.
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Lengua Extranjera - Inglésspa
dc.description.domainhttp://unidadinvestigacion.usta.edu.co
dc.identifier.citationTapias Benítez, L.S y Wright Pérez P.A. (2026). Exploring scaffolding strategies for teaching english to adhd learners in efl contexts. [Trabajo de grado, Universidad Santo Tomás]. Repositorio institucional.
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/73757
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Bogotá
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Lengua Extranjera - Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.subject.keywordADHD
dc.subject.keywordScaffolding strategies
dc.subject.keywordParticipation
dc.subject.lembLenguas Extranjeras inglés
dc.subject.lembEducación inclusiva
dc.subject.lembAutorregulación del aprendizaje
dc.subject.proposalADHD
dc.subject.proposalEstrategias de andamiaje
dc.subject.proposalParticipación
dc.titleExploring scaffolding strategies for teaching english to adhd learners in efl contexts
dc.typebachelor thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTrabajo de gradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

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