Accommodating a Teenage English Learner With Tourette-Related Stammering in Uzbekistan State Multilevel Test Preparation: A Single-Case Study
DOI:
https://doi.org/10.5281/zenodo.20282305Ключевые слова:
Multilevel test, stammering, Tourette syndrome, affective filter, accommodation, COCA, YouGlish.Аннотация
The article presents a single-case study of a teenage English learner (Student A) with concurrent stammering,
who prepared for the Uzbekistan State Multilevel Test to assess overall English proficiency across all four skills. Before
the preparation course started, the student had achieved B1 level (with occasional B2) proficiency in receptive skills; however,
in productive skills, he faced difficulties speaking spontaneously within limited time constraints. Drawing on Affective
Filter Hypothesis and Language Learning and Study Abroad social interaction framework, several methods were utilized
to enhance Student A’s productive skills, especially speaking: recorded speaking responses, extended processing time,
and digital tools for self-study (COCA and YouGlish). Additionally, authentic listening materials (TED Talks) and official
Multilevel Test speaking cue cards were used to improve pronunciation. After 12 weeks, the student’s speech length,
fluency, and grammatical accuracy increased, word blocks became less frequent, and anxiety was reduced. The article
highlights that principled, skill-specific measures can offer implications for state test preparation without lowering assessment
standards. However, assessment time limits should be reviewed considering the special needs of all test takers
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