Is ADHD my friend or foe in language learning? Voices of multilingual individuals with ADHD in Poland

This study investigated the beliefs of 226 multilingual individuals with ADHD about their experience with additional language learning and use. The data were collected via an online questionnaire with Likert-type statements and open-ended questions. Variables included the specific ADHD presentations and additional conditions such as dyslexia and autism spectrum disorder (ASD). The study sought to answer these questions:
1. What view will the participants hold towards their language learning experience?
2. How will specific ADHD presentations (predominantly inattentive, predominantly hyperactive/impulsive, combined) affect language learning in the participants’ view and based on the language learning experience?
3. How will additional conditions such as dyslexia or autism affect the participants’ beliefs about their language learning? Will they act as additional deficits?