Assistive Technology in the English Language Classroom: Reality and Perspectives

Abstract

The Oman Vision 2040 Policy aims to create a system of high-quality education where human capabilities are empowered and where learners of a wide range of ability feel welcome and their learning is invigorated. However, research reveals that educators still need to improve their knowledge of how to access valuable insights into such education practice, and there are many ideas that need to be sharpened and elaborated in academic and public discussions. In the context of Oman’s higher education, besides English language learning and communicative skills’ enhancement, there is inclusive language education as one of strategic directions and priorities. Suggesting that foreign language acquisition understood as a complex cognitive and social process can be facilitated by assistive technology used for enhancing English language achievement of the learners who lack some of its essential aspects, this paper explores the reality of integrating assistive technology in the English language classroom that includes students with visual impairments. It also outlines future perspectives involving the authors’ understanding of assistive technology as practice that has the capacity for increasing language learners’ autonomy, participation, and, simultaneously, advancing their academic standing. The shared insights will provide language educators with ideas on how using assistive technology can enable more efficient language teaching and learning experiences of visually impaired students, empower them and, consequently, strengthen their academic success.

Use of assistive and adaptive technology in learning English as a foreign language: A systematic review

“…The research sample in the study ranged from 10 participants to 53 ranging from young learners, middle schoolers, to young adults, and university students (16-25). The most common methods used were semi-structured interviews (Arslantas et al, 2019, Khan & Mahmood, 2022, Siyabi et al, 2022, but also vocabulary and retention tests (Arslantas et al, 2019), online questionnaires (Drigas et al, 2013), and comparative data analysis (Hersh & Mouroutsou, 2015), and qualitative research in form of a case study and observations (Hamid et al, 2022).…”

“…It is encouraged to create a technological center, more accessible content with the provision of different accessible computing devices such as screen readers on their PCs and laptops (Hersh & Mouroutsou, 2015). On the other hand, there is a lack of teacher training for this type of students (Hersh & Mouroutsou, 2015), better development of the programs and devices of AT, as well as access to the public to support a better pedagogical inclusion of these leaners (Siyabi et al, 2022).…”

Inclusion in the Context of English Language Classroom: Teachers’ Current Beliefs and Practices

“…However, research in the Omani higher education context of the English language teaching and learning of visually impaired students indicates that teachers' knowledge and expertise is inadequate (Al-Busaidi & Tuzlukova, 2018). As well as that, teaching programs at higher education institutions are not entirely adapted to the needs of the visually impaired students (Al-Siyabi et al, 2022). As a consequence, active involvement of visually impaired students in their learning processes is hindered (Al-Siyabi et al, 2022).…”

“…As well as that, teaching programs at higher education institutions are not entirely adapted to the needs of the visually impaired students (Al-Siyabi et al, 2022). As a consequence, active involvement of visually impaired students in their learning processes is hindered (Al-Siyabi et al, 2022). In addition, failing to adapt teaching approaches that target students who have visual impairment such as using of visual-based modules and pictograms, materials in Braille, digitalized course materials also deprive visually impaired students of equal access to learning (Tuzlukova et al, 2021).…”

“…Recent research in the context of Oman indicates that there is a lack of awareness about the concepts related to inclusion in higher education (Al-Busaidi & Tuzlukova, 2018). Teacher training and professional development for boosting required competencies of language educators in inclusive classrooms can orient them to innovations and use of technologies and lead teachers to be more prepared to handle inclusive teaching (Al- Siyabi et al, 2022). Teachers should be informed of the needs of the visually impaired English language learners, their levels of impairment and potential training needs teachers engaged to enhance effective student learning (Al-Busaidi & Tuzlukova, 2018).…”