Well-engaged

Despite the opportunities today’s digital environments offer, such as inclusive learning spaces and incidental or gamified language learning, youth immersion in social media, video games, and streaming platforms may come at the cost of sustained attention. Indeed, digital media use has been shown to impact attention span and intensify symptoms related to attention deficit hyperactivity disorder (ADHD), with children affected by ADHD appearing especially vulnerable to problematic digital media use (Thorell et al., 2024). This appears to be one factor explaining rising ADHD diagnoses, now affecting about 10% of boys and 6% of girls aged 10 to 17 in Sweden (Socialstyrelsen, 2023) - a national example that may reflect broader international trends. ADHD, a sub-type within neurodiversity characterized by varying levels of inattention, impulsivity, and/or hyperactivity (American Psychiatric Association, 2013), does not inherently preclude success in language learning. However, cognitive correlates such as reduced working memory, challenges with planning, sustaining attention, and diminished alertness to novel stimuli may influence processes and outcomes of learning additional languages (Kormos & Smith, 2023).

Against this backdrop, this project investigates how 15- to 16-year-old students with varying attention-related profiles - ranging from learners diagnosed with ADHD, reporting related symptoms, or exhibiting impaired working memory, to others showing no such specific learning differences - learn English as an additional language. Our study examines how these cognitive differences relate to performance on standardized tests in reading, listening, and writing; self-reported use of grammar and writing strategies; and classroom well-being, particularly experiences of boredom and enjoyment. The study also explores how the different learner groups engage with extramural, i.e., out-of-class English (e.g., gaming, social media, YouTube) and how this affects second language performance and well-being. Conducted in Austria (N > 100) and Sweden (N > 50), the project includes teacher interviews about experiences teaching students with attention difficulties, as well as learner interviews focusing on classroom experiences and English use beyond school.