secondary-education
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- NewsLanguage Magazine22 Jul 2026
Adolescent Literacy Can’t Wait
Only 30% of eighth graders and 35% of twelfth graders read at a proficient level according to the 2024 NAEP Report Card. Laura Stewart, Terrie Noland, and Jeanne Schopf provide practical strategies for improving adolescent literacy in secondary classrooms.
Original abstract
Laura Stewart, Terrie Noland, and Jeanne Schopf offer practical strategies for the secondary classroom The 2024 NAEP Report Card delivered a stark reminder: only 30% of eighth graders and 35% of twelfth graders are reading at a proficient level. These are not abstract statistics. They represent students like the eighth grader who threw a computer […] The post Adolescent Literacy Can’t Wait appeared first on Language Magazine .
- PaperOpenAlex — TESOL research22 Jul 2026
Gamification in English Language Teaching: Effects on Vocabulary Acquisition Among First-Year Secondary School Students
Elfer Fabian Medina-Mamani, Diomar Aneska Jove-Luque, Kevin Mario Laura-De La Cruz, Pilar Valeria Zapana Aguilar et al.
A study examined the effects of gamification on vocabulary acquisition among first-year secondary school students in English language teaching, finding positive impacts.
- PaperELT Journal12 Jun 2026
Neurodiverse perspectives on learning English in a secondary school context
Lena Blaskovich, Judit Kormos
Teenage students with ADHD and autism reported distinct strengths and challenges in English learning, such as ADHD students enjoying creative tasks but struggling with focus, and autistic students excelling in structured tasks despite sensory sensitivities. Teachers noted frequent disruptions and inconsistent performance, feeling underprepared due to limited inclusive education training.
Original abstract
This paper reports findings from a qualitative interview study conducted with nine neurodiverse students and eight of their teachers in a European secondary school context. Contrary to the results of previous studies, our teenage participants with attention deficit and hyperactivity disorder (ADHD) did not report reading difficulties in English and autistic students enjoyed peer interactions. However, both groups gave accounts of challenges with listening comprehension. Language learners with ADHD enjoyed creative, hands-on tasks but struggled with focus and emotional regulation. Autistic students excelled in structured tasks and showed attention to detail, despite often being affected by sensory sensitivities and changes in routine. Language teachers cited frequent disruptions, inconsistent academic performance, and emotional regulation difficulties among their neurodiverse students as key challenges. Several felt underprepared due to limited training in inclusive education and institutional barriers. Nevertheless, teachers highlighted the value of professional development, collaboration with parents, and fostering strong student relationships.
- PaperComputer Assisted Language Learning11 Jun 2026
The impact of GenAI chatbots on communicative competence in EFL writing in Chinese upper secondary school
Zhoutiao Li
This study examines how GenAI chatbots affect communicative competence in EFL writing among Chinese upper secondary school students.