شیوه های فراگیر در تدریس دانش آموزان مبتلا به نارساخوانی: دغدغه ها، نگرش ها و باورهای خودکارآمدی معلمان زبان دوم در یک دوره آموزشی گسترده آنلاین باز

In this study we investigated whether language teachers' self-confidence, self-efficacy and attitudes to using inclusive educational practices with dyslexic students differ before and after participation in a massive open online course (MOOC). An online questionnaire survey, before (n = 1187) and after the course (n = 752), showed that the participants’ post-course attitudes were more positive, their self-efficacy beliefs higher and their concerns lower than at the beginning of the course. Participants who completed more tasks on the course demonstrated increased post-course self-efficacy beliefs and those who posted more comments reported lower levels of worry about the implementation of inclusive language teaching practices.