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All Journal Parole: Journal of Linguistics and Education LingTera Script Journal: Journal of Linguistic and English Teaching Voices of English Language Education Society Journal of English Language Teaching and Linguistics Stilistika: Jurnal Pendidikan Bahasa dan Sastra Scope: Journal of English Language Teaching Jurnal Pengabdian kepada Masyarakat Nusantara Pulchra Lingua Applied Linguistics: Innovative Approaches and Emerging Trends
Putra, Rizky Anugrah
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Learning English with Developmental Language Disorder: An Integrative Review of EFL Outcomes, Learner Factors, and Classroom Interventions Rizky Anugrah Putra; Karmila Machmud; Muziatun; Usman Pakaya
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.35880

Abstract

Developmental language disorder (DLD) creates persistent difficulties in language learning, but evidence about its implications for formal EFL education remains fragmented. This systematic literature review with structured narrative synthesis examined English-learning outcomes among school-aged learners with DLD, factors associated with variation in attainment, classroom interventions, and limitations of the available evidence. Searches completed on August 19, 2026 covered ERIC- and PubMed-indexed records and selected publisher platforms, supplemented by backward and forward citation tracking. Peer-reviewed empirical studies published from January 2015 to August 2026 were screened against predefined eligibility criteria. Ten reports met the broader criteria: nine learner-focused studies formed the primary analytical corpus, while one teacher-awareness study provided supplementary contextual evidence. Data were extracted using a structured framework and synthesized narratively across EFL attainment, learner and exposure factors, multilingual and cross-linguistic relationships, and classroom interventions. The findings show that DLD does not preclude EFL learning, but development was often slower or less stable across vocabulary, grammar, word recognition, and narrative production. Outcomes varied with first-language abilities, cross-linguistic similarity, cumulative exposure, affective factors, task demands, and instructional support. Explicit grammar teaching, cognate instruction, multimodal support, repetition, and plurilingual comparison produced promising gains, although transfer to spontaneous communication and long-term retention remained limited. The evidence base was methodologically heterogeneous and concentrated in a small number of European special-education settings. The review therefore supports inclusive EFL provision based on bilingual-informed assessment, differentiated instruction, and stronger teacher preparation while highlighting the need for longitudinal classroom research in more linguistically and geographically diverse contexts.
Co-Authors Abdi, Rustam Ananta, Yasril Annisah Wulansari Ashadi, Ashadi Aziz, Muhammad Fahruddin Aziz, Muhammad Fahruddin Fahrezi, Mohamad Egi Ferani, Tifani Herlandri Eka Jaya Putri Karmila Machmud Ladahi, Megananda Mardiah Mardiah Maulana, Raja Fatur Miranda Moh. Fahruddin Aziz Mu'jizat Muhammad Fahruddin Aziz Muhammad Wahyu Hidayat, Muhammad Wahyu Muziatun Mukadji Nurfadini Nurhikma Rasuna Talib Sairul Sayama Malabar Sri Yunita Sulis Triyono Suparni suparni Syamsuddin Syamsuddin Syamsuddin Syamsuddin Syamsuddin Syamsuddin Syamsuddin Usman Pakaya