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English language teaching for neurodivergent students: A systematic literature review

ELT Forum: Journal of English Language Teaching · Vol. 15 No. 3 (2026) · pp. 191–202

DOI
10.15294/elt.v15i3.62444
ISSN
2721-4532, 2252-6706
Published
2026-10-31
Publisher
Universitas Negeri Semarang
Language
eng

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.

Keywords

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9 authors · 16 co-authorship links

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Co-authorOrganisationJoint articles
Sri Wuli FitriatiAffiliation unknown1
Januarius MujiyantoAffiliation unknown1
Aprilian Ria AdistiAffiliation unknown1
Zuhrul AnamAffiliation unknown1
Henrikus Joko YuliantoAffiliation unknown1
Maria Johana Ari WidayantiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/elt/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">English language teaching for neurodivergent students: A systematic literature review</dc:title>
	<dc:creator xml:lang="en">Erni Vatmawati</dc:creator>
	<dc:creator xml:lang="en">Agung Ginanjar Anjaniputra</dc:creator>
	<dc:creator xml:lang="en">Bai, Yang</dc:creator>
	<dc:subject xml:lang="en">English Language Teaching</dc:subject>
	<dc:subject xml:lang="en">ADHD</dc:subject>
	<dc:subject xml:lang="en">quality education</dc:subject>
	<dc:subject xml:lang="en">neurodivergence</dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/elt/article/view/62444</dc:identifier>
	<dc:identifier>10.15294/elt.v15i3.62444</dc:identifier>
	<dc:source xml:lang="en">ELT Forum: Journal of English Language Teaching; Vol. 15 No. 3 (2026): ELT Forum: Journal of English Language Teaching - Regular Issue (October); 191-202</dc:source>
	<dc:source>2721-4532</dc:source>
	<dc:source>2252-6706</dc:source>
	<dc:source>10.15294/elt.v15i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/elt/article/view/62444/12094</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Erni Vatmawati, Agung Ginanjar Anjaniputra, Yang Bai (Author)</dc:rights>
</oai_dc:dc>