Inclusive EFL Teaching Strategies for Second-Grade Students, Including Learners with ADHD, in a Public School in Paute, Ecuador

This study examined the relationship between inclusive English as a Foreign Language (EFL) teaching strategies and perceived English learning among second-grade students, including learners with Attention-Deficit/Hyperactivity Disorder (ADHD), in a public school in Paute, Ecuador. A quantitative, non-experimental, correlational, and cross-sectional design was employed. The study included 20 students representing the accessible classroom population. Two 15-item Likert-type questionnaires were used: the Inclusive Teaching Strategies Questionnaire (ITSQ), assessing inclusive teaching practices, attention and participation, and adaptations and support; and the Perceived EFL Learning Questionnaire (PEFLLQ), evaluating comprehension and vocabulary, participation and communication, and motivation and autonomy. Descriptive analysis indicated that 46.0% of participants obtained medium scores and 46.0% high scores in inclusive teaching strategies. Regarding perceived EFL learning, 54.0% obtained medium scores and 40.0% high scores. Pearson's correlation analysis yielded a positive and statistically significant association between the two variables (r = .676, p < .001). These results indicate that higher perceived levels of inclusive instructional practices were associated with more favorable perceptions of English learning. The findings emphasize the relevance of accessible, participatory, and adaptable teaching approaches in primary EFL education, without establishing causal effects.