Teachers' Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review

Abstract

Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers' perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers' perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers' perceptions and preparedness to teach students with DD. Studies were retrieved from databases including APA PsycNet, Crossref, ERIC, ProQuest, PubMed, and Scopus databases. Of 17,798 results, 16 studies met the inclusion criteria. The findings reveal mixed EFL teachers' perceptions toward DD and inadequate training specific to DD. Moreover, practical teaching strategies and targeted interventions remain underrepresented in the literature. Most teachers lack formal DD-specific training, leading to insufficient classroom support. This review emphasizes the urgent need for improved in-service training and the development of effective resources. Future research should prioritize developing and evaluating practical teaching strategies and professional development programs on teacher preparedness in EFL contexts.

Keywords: developmental dyslexia; foreign language learning; teachers’ perspectives; teachers’ preparedness.

Figure 1

PRISMA diagram for the search protocol and the inclusion and exclusion of the reviewed articles. * We report the number of records identified from each database or register searched, rather than the total number across all databases/registers; ** No automation tools were used for the exclusion process; records were excluded manually by a human.