Assessing the Impact of L1 writing orientation as a possible cause of observed phenomena in adult learners of English as a foreign language, which resemble common errors committed by dyslexics

Dyslexia is a phenomenon that can be explained as poor reading and spelling abilities in bright persons with nothing else being wrong. Dyslexia impairs reading ability in individuals with normal vision and normal level of intelligence, hampering their ability to translate written images received. Traits similar to the dyslexic phenomena can be observed amongst students who take up education in a foreign language such as English alien to their first language such as Arabic.

It is important to note that the medically diagnosed condition of dyslexia has no cure. It is manifested in writing and spelling errors. The purpose of this study however is not concerned with dyslexic students per se. It attempts to explore certain traits that are observed in Foundation level students which are very similar to the errors committed by dyslexics. In the light of the above statement, the current paper assess whether the observed dyslexic phenomena such as jumbling of words and mixing up of spelling among adult learners of English in Foundation programmes is linked to their L1 writing orientation.

The paper also assesses whether these phenomena are transient in nature and subject to correction through the selected methods of content delivery. The paper analyses the extent of the phenomena among comparable populations of Foundation level students. It also studies the potential positive effects on adult learners if English content delivery methods mimic the writing orientation of their L1. The paper concludes by comparing the test results of the groups studied and provides suitable recommendations.