A qualitative study into EFL teachers’ experiences with dyslexic students in upper secondary schools in Sweden

This paper examines the awareness and experiences of L2 teachers of English in Swedish upper secondary schools with regard to dyslexic learners, with a focus on teaching strategies and feedback. The data for the study was collected through audio-recorded semi-structured interviews with three teachers of English. The data was then analyzed using qualitative content analysis. The results show that teachers are aware of dyslexia but lack the knowledge of required teaching methods and strategies to help the students develop their language skills. Teachers use process writing and sequential and cumulative methods when teaching English more than other methods. The findings from the interviews also suggest that teachers need more support to be able to teach phonemic awareness, as one of the most prominent problems for dyslexic students is phoneme-grapheme correspondence.