The Effect of Assistive Technology on Vocabulary Learning of Students with Visual Impairments

Research in English Language Pedagogy

دوره 12، شماره 1، اسفند 2024، صفحه 52-76   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.30486/relp.2023.1989211.1471

نویسندگان

Afsaneh Saeedakhtar^* ؛ Nasrin Khodaee؛ Afsar Rouhi؛ Reza Abdi

University of Mohaghegh Ardabili, Ardabil, Iran

چکیده

The present study sought to investigate the role of assistive technology (AT) in English vocabulary learning by students with visual impairment (VI) in an English as a foreign language (EFL) context. It also endeavored to elicit their attitudes towards AT through a semi-structured interview. To this end, 22 students with VI were divided into an experimental and a control group. Before the experiment, their initial vocabulary knowledge was measured through a pretest. Over five sessions, the experimental group was assigned to learn the target vocabulary items via a screen reader, i.e., non-visual desktop access (NVDA). In the absence of NVDA, the control group was exposed to the same vocabulary items by implicit instruction. Then, both groups received a posttest. The results of an independent samples t-test run on the data obtained from the post-test demonstrated that the experimental group built significantly larger vocabulary items than the control group. Responses given to a semi-structured interview revealed that learners prompted by AT acknowledged that the assistance afforded by NVDA, as a supplementary tool, facilitated learning the target vocabulary items. Based on the findings of the present study the incorporation of AT into the instructional materials of students with VI is recommended.   

کلیدواژه‌ها

Assistive Technology؛ NVDA؛ Screen Reader؛ Students with VI؛ Vocabulary Learning

مراجع

Abner, G., & Lahm, E. (2002). Implementation of assistive technology with visually impaired students: Teachers’ readiness. Journal of Visual Impairment & Blindness, 96(2), 98–110.

Abraham, C. H., Boadi-Kusi, B., Morny, E. K., & Agyekum, P. (2022). Smartphone usage among people living with severe visual impairment and blindness. Assistive Technology, 34, 611–618.

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47‒64.

Argyropoulos, V., Sideridis, G., Nikolaraiz, M., Martos, A., Padeliadu, S., Gkyrtis, K., & Koutsogiorgou, S. M. (2020). Refreashable Braille displays and reading fluency: A pilot study in individuals with blindness. Education and Information Technologies, 25(5), 3613–3630.

Bhowmick, A. (2017). An insight into assistive technology for the visually impaired and blind people: State-of-the-art and future trends. Journal on Multimodal User Interfaces, 11(2), 149–172

Chen, Y. T. (2012). A study of learning effects on e-learning with interactive thematic video. Journal of Educational Computing Research, 47(3), 279‒292.

Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229–243.

Fichten, C. S., Asuncion, J. V., Barile, M., Ferraro, V., & Wolforth, J. (2009). Accessibility of e-learning and computer and information technologies for students with visual impairments in postsecondary education. Journal of Visual Impairment & Blindness, 103(9), 543–553.

Goldfus, C., & Gotesman, E. (2010). The impact of assistive technologies on the reading outcomes of college students with dyslexia. Educational Technology, 50(3), 21–25.

Higgins, E. L., & Raskind, M. H. (2004). Speech recognition-based and automaticity programs to help students with severe reading and spelling problems. Annals of Dyslexia, 54, 365‒388.

Hussin, A. (2013). Experiences of students with visual impairments in the adoption of digital talking textbooks: An interpretative phenomenological analysis (Unpublished doctoral dissertation), Colorado State University, Malaysia.

Gkatzola, K., & Papadopoulos, K. (2022). Facebook usage and quality of life of individuals with visual impairments. British Journal of Visual Impairment, 0(0). https://doi.org/10.1177/02646196221117644

Gkatzola, K., & Papadopoulos, K. (2023). Social media actually used by people with visual impairment: A scoping review. British Journal of Visual Impairment, 0(0). https://doi.org/10.1177/02646196231189393

Jeno, L. M., Vandvik, V., Eliassen, S., Grytnes, J. A. (2019). Testing the novelty effect of an m-learning tool on interaction and achievement: A self-determination theory approach. Computers & Education, 128, 398‒413.

Jitendra, A., Edwards, L. L., Sacks, G., & Jacobson, L. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children, 70, 299‒322.

Kapperman, G., Sticken, J., & Heinze, T. (2002). Survey of the use of assistive technology by Illinois students who are visually impaired. Journal of Visual Impairment & Blindness, 96(2), 106–108.

Klingenberg, O. G., Holkesvik, A. H., & Augestad, L. B. (2019).  Research evidence for mathematics education for students with visual impairment: A systematic review Cogent Education, 6(1), 1‒19.

Larsen-Freeman, D. (2013). Transfer of learning transformed. Language Learning, 63, 107‒129.

Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory into Practice, 47, 212‒219.

Mobaraki, M., Atash Nazarloo, S., & Tooshe, E. (2017). A comparative analysis of contracted versus alphabetical English Braille and attitudes of English as a foreign language learner: A case study of a Farsi-speaking visually impaired student. Journal of Visual Impairment and Blindness, 111, 471−474. 

Özer, H. Z., & Cabaroğlu, N. (2018). Teaching vocabulary to visually-impaired EFL learners: A small scale study. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(1), 151‒163.

Palaigeorgiou, G., & Papadopoulou, A. (2019). Promoting self-paced learning in the elementary classroom with interactive video, an online course platform, and tablets. Education and Information Technologies, 24, 805‒823.

Papadopoulos, K. S., Arvaniti, E. K., Dimitriadi, D. I., Gkoutsioudi, V. G., & Zantali, C. I. (2009). Spelling performance of visually impaired adults. The British Journal of Visual Impairment, 27(1), 49‒64.

Raskind, M. H., & Higgins, E. L. (1998). Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities, 31(1), 27‒40.

Retorta, M. S., & Cristovão, V. L. L. (2017). Visually-impaired Brazilian students learning English with smartphones: Overcoming limitations. Languages, 2(12), 1‒27.

Stein, V., Nesselrath, R., Alexandersson, J., & Tröger, J. (2011). Designing with and for the visually impaired: Vocabulary, spelling, and the screen reader. Paper presented at the 3^rd International Conference on Computer-supported Education, Noordwijkerhout, Netherlands.

Susanto, S., & Nanda, D. S. (2018). Teaching and learning English for visually impaired students: An ethnographic case study. English Review: Journal of English Education, 7(1), 83–92. 

Tallvid, M. (2016). Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom. Education and Information Technologies, 21(3), 503‒519.

Wachiuri, R. N. (2015). The effectuality of the relative advantage of assistive technology on teaching and learning integrated English among the visually impaired learners in special secondary schools in Kenya. International Journal of Scientific and Research Publications, 5(9), 1–4.

Wong, M. E., & Cohen, L. (2011). School, family and other influences on assistive technology use: Access and challenges for students with visual impairment in Singapore. British Journal of Visual Impairment, 29(2), 130–144.

Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32(4), 467–478.

Zhang, D., Zhou, L., Briggs, R. D., & Nunamaker, J. F. (2006). Instructed video on learning effectiveness. Information Management, 43(1), 15‒27.