A  Case Study on the English Language Assessment Experiences of the Filipino Learners with Tourette Syndrome

AILEEN DEL ROSARIO

doi:10.63529/ajpe.v8i2.16103

Authors

AILEEN DEL ROSARIO De La Salle University

DOI:

https://doi.org/10.63529/ajpe.v8i2.16103

Keywords:

Tourette Syndrome, Language Assessment, Hybrid Teaching

Abstract

The neurological condition known as Tourette syndrome (TS) is characterized by tics. It is argued that the cognitive capacities of people with Tourette syndrome are significantly impacted by these involuntary movements or tics affecting the brain's basal ganglia region. Studies show that the academic achievement of individuals with tics is correlated with the intensity of their tics. Comprehensive studies examining the effects of tics on the language abilities of those who suffer from this illness are, nevertheless, lacking. Using the Neale Analysis of Reading Ability (NARA-II), the Fable Interpretation Test, and the Speed of Capacity of Language Processing, my investigation seeks to fill this gap by examining the experiences of six people with Tourette Syndrome. These assessments were designed to evaluate speaking, listening, oral reading, silent reading and writing, and macro abilities in particular. They were then interviewed one-on-one to discuss their experiences taking the several tests. To find the obvious tics that appeared during the aforementioned evaluations, impression analysis was also carried out. According to the participants' performances, those with TS reported that oral reading presented more difficulties for them than silent reading and writing. Additionally, the results indicate that they performed poorer in the former than in the latter. During the oral reading evaluation, it was also found that visible tics appeared more frequently. This supports the findings of previous researchers in this field that tics have an impact on phonological working memory. In addition, this study aims to offer important insights into hybrid language instruction and evaluation that will benefit instructors and students from specific populations other than those with Tourette Syndrome. In addition to adding to the population's current normative data, this study aims to provide insight into the experiences of those who have Tourette Syndrome, especially in a hybrid classroom.

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