Learning English with Developmental Language Disorder: An Integrative Review of EFL Outcomes, Learner Factors, and Classroom Interventions

Rizky Anugrah Putra (Universitas Negeri Gorontalo)
Karmila Machmud (Universitas Negeri Gorontalo)
Muziatun (Universitas Negeri Gorontalo)
Usman Pakaya (Universitas Negeri Gorontalo)

Voices of English Language Education Society
Vol 10 No 2 (2026): August 2026

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.