The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability

Rapti, Danai; Gerogiannis, Demetris; Soulis, Spyridon-Georgios

doi:10.1080/08856257.2022.2045816

Cited by 9 publications

(6 citation statements)

References 33 publications

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“…0 tools, group work, story-based teaching activities, teaching with videos, pronunciation activities, allowing additional time in activities" as adaptations and "allowing additional time, changing the exam style (such as oral instead of written, multiple-choice assessment instead of classical), adapting exam documents (such as enlarging the font size), assessment using web tools" as assessment adaptations. Similar to these results, Rapti et al (2023) taught English vocabulary to three students with intellectual disabilities with an "Augmented Reality" intervention and achieved effective and permanent learning at the end of the process. Similarly, the research results of Rezabala et al (2020) show how videos attract and maintain the attention of students with special needs for longer periods of time, and how self-recording supports listening and speaking practice.…”

Section: Discussionsupporting

confidence: 61%

“…Teaching foreign languages to students with special needs requires a social or interactive perspective that values the diversity that students with special needs bring to the classroom, giving everyone equal opportunity to learn and develop (Moreno & Rodríguez, 2012). Despite numerous documents addressing the need to improve public policies related to diversity, educational inclusion and real equality in society (Rapti et al, 2023), students with special needs are often exempted from language education (Blázquez Arribas et al, 2020). For this reason, effective foreign language teaching for students with special needs cannot be realized for various reasons, so students with special needs either do not learn a foreign language at all or have limited foreign language knowledge and skills (Montes et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…For this reason, effective foreign language teaching for students with special needs cannot be realized for various reasons, so students with special needs either do not learn a foreign language at all or have limited foreign language knowledge and skills (Montes et al, 2016). For this reason, it is essential to provide a language teaching process in which students with special needs are approached in a fair manner, adaptations are implemented according to individual learning speed, opportunities are specially created for them to participate in course activities, and a positive classroom environment is cultivated (Chen, 2022;Miller, 2016;Rapti et al, 2023). At this point, it becomes even more important for foreign language teachers to include the necessary adaptations to ensure effective teaching for students with special needs in the process of successful inclusion practices (Barros et al, 2021;Frumos, 2020;Handle, 2010;Rezabala et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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All we can do is trial and error: English language teachers inclusive practice experiences

Bilgiç,

Tekin

2023

JPSP

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Meeting the basic education needs of students with special needs, which are the legal rights of students with special needs, requires the implementation of successful inclusion practices within an effective education process. In the process of successful inclusion practices for students with special educational needs, academic and non-academic skills can be taught. Foreign language is also included in the teaching of academic skills. While it is possible to realize effective English language teaching for students with special needs with the necessary arrangements, problems are experienced due to various reasons. Hence, in the process of successful inclusion practices, students with special needs either cannot learn a foreign language at all or have limited foreign language knowledge. The aim of the study is to determine the adaptations made by teachers in effective foreign language teaching for students with special needs in order to ensure successful inclusion practices, the problems they encounter in this process and their solution suggestions. The study is a qualitative study, employing a narrative approach as the research design. The data is collected via narrative interviews with eight teachers of English. The thematic analysis of the findings is presented four main categories: insufficient theoretical knowledge about inclusive practices; problems encountered in the classroom; instructional adaptations, and suggestions from the practitioners. The findings illustrate that the participants received either no or little training on special education and inclusion at undergraduate level or as a professional development opportunity. Moreover, the training they received was only at the theoretical level and partially or completely forgotten due to the fact that it could not be transferred to the application level. Moreover, participants underline that they face problems regarding the diagnosis of students with special needs, as well as their needs to have cooperation between experts, teachers, families and students. Yet, participant teachers found novel ways to overcome their problems and have a more successful inclusive practice for students with special needs. Their offers of solutions to these problems are listed at the end of the study.

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Section: Discussionsupporting

confidence: 61%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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All we can do is trial and error: English language teachers inclusive practice experiences

Bilgiç,

Tekin

2023

JPSP

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“…A novel training approach using augmented reality has been developed by researchers to enhance the acquisition of essential life skills among youngsters diagnosed with autism. A pedagogical approach is suggested whereby youngsters acquire new abilities via the use of pertinent terms or phrases within an interactive setting [5]. The intervention program's social validity was also evaluated, suggesting that it was practical and helpful [6].…”

Section: Literature Reviewmentioning

confidence: 99%

Exploration of special children education based on AR technology

Wang

2024

ACE

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Augmented Reality (AR) is a nascent technical advancement that enables the seamless amalgamation of real-world and virtual-world data. The notion of materializing virtual information to enable its perception by human senses is a subject of significant scholarly interest, resulting in a perceptual experience that transcends the confines of conventional reality. Because of the popularity of augmented reality, artificial intelligence, and Internet support, distance learning systems with contextualized learning, gamified learning, and collaborative learning will empower all traditional classrooms or home education, rapidly adding massive learning resources. This research evaluates the current literatures related to AR as well as the influence and efficacy of AR on the education of special needs children, such as hearing impairment, intellectual disability, autism, emotional-behavioral disorders, etc. The purpose of this research is to uncover the benefits and challenges of AR, as well as recommendations and future directions, by studying pertinent situations.

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“…Dysleksi Norge (2017), for instance, strongly recommends that Norwegian EFL teachers of dyslexic pupils use iPads and recommends apps such as Book Creator with a font specifically designed for dyslexic learners (OpenDyslexic), as it can serve as a substitute for notebooks with multimodal functions. Finally, in a recent study, augmented reality (AR) proved effective in teaching English vocabulary for pupils with intellectual disability (e.g., Rapti et al, 2022). Thus, AR might be effective for self-practice at home.…”

Section: Use Of Technologymentioning

confidence: 99%

Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

Jarsve¹,

Tsagari²

2022

CEPSj

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Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia.

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The effectiveness of augmented reality for English vocabulary instruction of Greek students with intellectual disability

Cited by 9 publications

References 33 publications

All we can do is trial and error: English language teachers inclusive practice experiences

All we can do is trial and error: English language teachers inclusive practice experiences

Exploration of special children education based on AR technology

Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

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