Implementation of Universal Design for Learning in English classes and its impact on language learning according to teachers’ perceptions

Abstract

This study investigates the perceptions of English as a Foreign Language (EFL) teachers about the effectiveness of implementing the Universal Design for Learning (UDL) framework when approaching second language acquisition. It focuses specifically on the perceived impact it has on student learning and the obstacles to doing so through implementation. The research was done in Quito, Ecuador at a private institution. Given that Ecuadorian educational policy has been rooted in inclusive education and the elimination of obstacles to learning, using UDL as a framework, there is scarce evidence out there on the perception and application of the use of this tool, especially in English language teaching environments. The design of this study was descriptive as well (non experimental, cross-sectional), and it is dominantly quantitative. Surveys of English teachers from seventh grade through the first year of high school were used to measure data. These findings were evaluated against the findings of a survey of UDL delivered by all teaching staff at the same institution. The results indicate that teachers find this tool to be helpful in enhancing engagement, understanding, and motivation in English lessons. Representation and engagement strategies are the predominant ones and action and expression, especially in flexible assessment, can be challenging. Of those challenges, time constraints and the need for continuous training were identified. The report demonstrates that English teachers tend to use UDL more frequently than other teachers, even among colleagues in such tasks. This paper contributes contextual factors for teachers’ perception of UDL in Ecuador and emphasises the value of formal institutional backing and subject matter-specific teaching.