The role of assistive technologies in teaching english as a foreign language (EFL) to visually impaired students at Liceo Panamericano in Guayaquil.

Abstract

This study analyzes the way in which assistive technology supports teaching English as a foreign language (EFL) to a visually impaired student at Liceo Panamericano in Guayaquil. These assistive technologies include various kinds of software, devices and tools that let students with visual impairments the independent access to different sources and digital files, making learning engaging, easier and more effective. This study aimed to explore how these technologies and teaching strategies can improve EFL instruction for visually impaired students. The study employed an exploratory approach, along with qualitative methods to gather in-depth insights. To obtain the results, unstructured interviews with four English teachers and an interview with the visually impaired student were applied, jointly with unstructured classroom observations. These methods were the basis to identify the tools and strategies applied in teaching English as a Foreign Language (EFL) to visually impaired learners. The findings showed that while several assistive technologies are available, some barriers were encountered in their access and usage. JAWS (Job Access With Speech), a screen reader, was signed as the primary tool employed. However, the study underscores the need for a wider range of assistive technologies to support knowledge acquisition. It also emphasizes the importance of teacher training in the usage of assistive tools to achieve their effective integration in their lessons. Finally, the research underlines the continued role that Braille plays in the visually impaired students’ learning process.