UDL Theory-based Inclusive Learning Environments in University Foreign Language Classes

抄録

The present study examines the effectiveness of implementing Universal Design for Learning (UDL) in English as a foreign language class at the university level. Two teachers of English adopted selected UDL guidelines in five classes at the same time and conducted a mixed-method case study utilizing post-semester questionnaire (N = 65) and interviews with 16 students on the effectiveness of their UDL-based class practices. The results of the questionnaire showed an acceptance of the principles, and the interviews revealed the importance and effectiveness of preparing an inclusive learning environment based on the UDL guidelines. The authors conclude that it is both feasible and recommended for English teachers in the university to incorporate UDL guidelines in their classes, regardless of whether there is a special needs student or not, as the student population becomes increasingly diverse.