English language teaching for neurodivergent students: A systematic literature review

Abstract

This study employs a systematic literature review to find out what teaching and learning activities are employed in English language teaching (ELT) for neurodivergent students. Although the demand for equitable and quality education has increased, limited research has specifically addressed effective ELT practices for neurodivergent students. Most existing studies tend to highlight educational challenges rather than focusing on specific instructional practices that can support neurodivergent students. By using databases such as Scopus, ERIC, and PubMed, 1,572 articles were initially identified. After a screening process and guided by predetermined inclusion and exclusion criteria, 21 studies were selected for in-depth review. The findings indicate that a range of teaching and learning activities has been employed to support neurodivergent students, including game-based strategies, multisensory learning, structured instruction, personalized learning, technology-assisted methods, assessment and intervention, and literacy support. Across these categories, the findings suggest that ELT support for students with ADHD depends on four interconnected principles: sustaining engagement, reducing cognitive and attentional load, and providing adaptive feedback and differentiated support. This study contributes a pedagogical synthesis for developing more inclusive and responsive English language classrooms.