ENGAGING THE ENERGETIC MIND: EFFECTIVE STRATEGIES FOR TEACHING ENGLISH TO HYPERACTIVE STUDENTS AT THE TERTIARY LEVEL

Abstract

Hyperactivity presents distinct challenges and opportunities in tertiary-level English language instruction. Barkley (2014) highlights that attention-deficit hyperactivity disorder (ADHD) impacts executive function and learning engagement, necessitating tailored  pedagogical approaches. Educators can employ differentiated instruction (Tomlinson, 2017) to adapt lessons based on students’ needs, ensuring engagement through multisensory learning and structured flexibility (Brown, 2015). Movement-based learning, as proposed by Willis (2007), leverages kinetic engagement to improve cognitive retention. Technology-enhanced instruction also plays a crucial role in optimizing language acquisition for hyperactive students (Brown, 2015). By fostering an inclusive and dynamic learning environment, educators can harness hyperactive students’ energy for linguistic advancement. Future research should continue refining adaptive strategies, ensuring equitable and effective educational experiences.

Teaching English to hyperactive students at the tertiary level presents unique challenges due to their high energy levels, short attention spans, and potential disengagement in traditional lecture-based settings. This qualitative analysis explores effective pedagogical strategies that cater to the learning needs of hyperactive students while maintaining academic rigor. Drawing on classroom observations, instructor interviews, and student feedback, this paper identifies key approaches—such as active learning, multisensory instruction, and structured flexibility—that enhance engagement and language acquisition. The findings suggest that a dynamic, student-centered approach fosters better participation and comprehension among hyperactive learners.