Browsing by Author "Soumia TAMMA"

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    The Impact of Using Assistive Technology on Teaching English as a Foreign Language for Students with Visual Impairments A Case Study of Braille Club at El Oued University and SVI’ School in Robbah
    (University of Batna 2, 2023) Soumia TAMMA
    This study aims to explore the impact of using assistive technology (AT) on teaching English as a foreign language (TEFL) to visually impaired students (VIS). Previous studies published limited evidence in teaching reading English for VIS due to a lack of research. In this study, stratified random sampling included six participants from each stratum (n1= 6; n2= 6). They were enrolled at Robbah School for SVI and EL-Oued University for 2020/2021. This research adopted the exploratory sequential approach to address the research questions. On the one hand, the thematic analysis of semi-structured interviews revealed that respondents from Robbah School for SVI lacked resources, knowledge, and training in using AT. In contrast, the VIS of EL-Oued University used various assistive technology tools. Therefore, they experienced accessibility to printed information, minimized over-dependence on sighted students, and had a positive attitude toward using AT for English learning. On the other hand, the pre-test and post-test statistical analysis showed statistical significance. Accordingly, the average reading speed of VIS of El-Oued University participants using an electronic Braille display (M = 64.17, SD = 8.612) was significantly greater than the average reading speed using Braille paper (M = 56.83, SD = 8.495), t(5)= −22.0021, p = 0.000003603. In contrast, the mean reading speed of Robbah School for SVI participants in the post-test (M = 36.33, SD = 13.337) was significantly smaller than the results of the pre-test (M = 51.33, SD = 12.956), t(5)= −5.78, p = 0.00218. Subsequently, both mean populations average was significantly different (μ 2=M = 36.33, SD = 13.337; μ 1 =M = 64.17, SD = 8.612), t(10) = −4.295, p = 0.0016 at the α=0.05). Consequently, pedagogical recommendations were proposed for further research. Keywords: Assistive Technology, Reading Speed, Students with Visual Impairment, Teaching English as a Foreign Language.
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    The Impact of Using Assistive Technology on Teaching English as a Foreign Language for Students with Visual Impairments A Case Study of Braille Club at El Oued University and SVI’ School in Robbah
    (University of Batna 2, 2023) Soumia TAMMA
    This study aims to explore the impact of using assistive technology (AT) on teaching English as a foreign language (TEFL) to visually impaired students (VIS). Previous studies published limited evidence in teaching reading English for VIS due to a lack of research. In this study, stratified random sampling included six participants from each stratum (n1 = 6; n2 = 6). They were enrolled at Robbah School for SVI and EL-Oued University for 2020/2021. This research adopted the exploratory sequential approach to address the research questions. On the one hand, the thematic analysis of semi-structured interviews revealed that respondents from Robbah School for SVI lacked resources, knowledge, and training in using AT. In contrast, the VIS of EL-Oued University used various assistive technology tools. Therefore, they experienced accessibility to printed information, minimized over-dependence on sighted students, and had a positive attitude toward using AT for English learning. On the other hand, the pre-test and post- test statistical analysis showed statistical significance. Accordingly, the average reading speed of VIS of El-Oued University participants using an electronic Braille display (M = 64.17, SD = 8.612) was significantly greater than the average reading speed using Braille paper (M = 56.83, SD = 8.495), t(5)= − 22.0021, p = 0.000003603. In contrast, the mean reading speed of Robbah School for SVI participants in the post-test (M = 36.33, SD = 13.337) was significantly smaller than the results of the pre-test (M = 51.33, SD = 12.956), t(5)= − 5.78, p = 0.00218. Subsequently, both mean populations average was significantly different (μ2=M = 36.33, SD = 13.337; μ1=M = 64.17, SD = 8.612), t(10) = −4.295, p = 0.0016 at the α=0.05). Consequently, pedagogical recommendations were proposed for further research. Keywords: Assistive Technology, Reading Speed, Students with Visual Impairment, Teaching English as a Foreign Language.