Defining and dealing with inattention, hyperactivity, and impulsivity in inclusive EFL classrooms: an exploratory action research

It is commonly stated by the EFL teachers that some students are hardly ever paying attention to their instructions, whereas some claim that their several students cannot control their hyperactivity. The fundamental attributes of Attention Deficit Hyperactivity Disorder, (hereafter referred to as ADHD) comprise challenges in focusing and preserving attention, managing impulses, attaching disproportionate energy for necessary activities. Unfortunately, they are rarely diagnosed, but they appear to be taught in so-called inclusive classrooms. But, if students with ADHD are left unprocessed or misdiagnosed, those with such burdensome features are likely to become an even more intricate disorder to both a teacher and surrounding other students. The present investigation aims to hold an Exploratory Action Research (EAR) to define those burdensome students who are suspected of ADHD symptoms in B1 level classes and deal with their behavior at Inter Nation English Language School in Uzbekistan.
The objectives of the article are to comprehend what disruptive behavior in the class means to students and to explore their awareness on how challenging students should be dealt with in classes. The data were compiled through three methods: first, an informal semi-structured interview with teachers, second, a questionnaire as the form of students’ report in an Exploratory Practice (EP) phase and another questionnaire on application of the arisen subjects from the EP in a five-week Action Research (AR) phase. The results showed that some strategies worked well to attract students’ attention to make them fall silent and stay focused, such as musical classroom management, flexible consistency, etc.
In conclusion, some hands-on recommendations have been suggested, such as letting troublesome students walk around the classroom, praising verbally, repositioning, doing the task together, etc., to benefit secondary school EFL teachers who are facing the same challenges in their students.