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
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Date
2023
Authors
Soumia TAMMA
Journal Title
Journal ISSN
Volume Title
Publisher
University of Batna 2
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 (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.