Effects of ADHD on additional language learning and use: Beliefs and additional language knowledge of multilingual individuals with ADHD in Poland

Abstract:
This study investigated the beliefs about additional language learning and use and knowledge of additional languages of 226 multilingual adults with Attention-Deficit/Hyperactivity Disorder (ADHD) with Polish L1. The data were collected via an online questionnaire with Likert-type statements. Data were analyzed using mixed models (GLMMs). The findings show that a) individuals with ADHD hold a moderately positive view of their additional language learning and use experiences; b) the hyperactivity/impulsivity ADHD presentation may positively affect additional language learning; and c) Autism spectrum disorder (ASD) or dyslexia has no impact on additional language knowledge in the context of ADHD. The discussion highlights the specific effects of overactivity, impulsivity, and inattention, as well as the possible effects of ADHD in the context of other neurodevelopmental conditions, such as ASD and dyslexia.

The study sought to answer these questions:
1. What effects do the specific ADHD presentations (inattention, hyperactivity/impulsivity, and combined) have on the participants’ views on their additional language learning and use?
2. What effects do the specific ADHD presentations (inattention, hyperactivity/impulsivity, and combined) have on the participants’ knowledge of additional languages?
3. What effects do additional conditions, such as dyslexia or ASD, have on the participants’ views on their additional language learning and use?
4. What effects do additional conditions, such as dyslexia or ASD, have on the participants’ knowledge of additional languages?

The following was hypothesized:
1. For RQ 1, the participants with combined and inattention ADHD presentations will report less favorable views than the participants with the hyperactivity/impulsivity presentation, based on the research findings of Castel et al. (2011), Cueli et al. (2020), Kibby (2019), and Nigg et al. (2002).
2. For RQ 2, the participants with combined and inattention ADHD presentations will report knowledge of fewer additional languages than the participants with the hyperactivity/impulsivity presentation, based on the research findings of Castel et al. (2011), Cueli et al. (2020), Kibby (2019), and Nigg et al. (2002).
3. For RQ 3, the participants with the comorbidity of the conditions (ADHD and dyslexia and/or ASD) will view their language learning and use less favourably than those who have only ADHD, considering the multiple effects of different conditions, according to the MDM (Pennington, 2006).
4. For RQ4, based on, for example, research findings of Helland & Kaasa (2005), Łockiewicz & Jaskulska (2016), and Palladino et al. (2016), the participants with dyslexia and with the comorbidity of dyslexia will report knowledge of fewer additional languages.