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
| dc.contributor.author | Soumia TAMMA | |
| dc.date.accessioned | 2023-06-20T09:38:19Z | |
| dc.date.available | 2023-06-20T09:38:19Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | 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. | |
| dc.identifier.uri | http://dspace.univ-batna2.dz/handle/123456789/1718 | |
| dc.language.iso | fr | |
| dc.publisher | University of Batna 2 | |
| dc.title | 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 | |
| dc.type | Thesis |