The Role of Assistive Technology in the English Language Learning Experience of Blind and Visually Impaired Students in Pakistan: A Qualitative Study
DOI:
https://doi.org/10.54183/jssr.v2i4.106Keywords:
Assistive technology, Blindness, accessibilityAbstract
This qualitative study addresses the role of assistive technology in the English language learning experiences of blind and visually impaired students. Underpinned by the interpretivist theory, in-depth, semi-structured interviews were conducted with ten blind and visually impaired students studying at IIU and NUML universities in Islamabad. All the students were given a chance to give a detailed account regarding the role of assistive technology in their English language learning experiences. The study revealed that the BVI students who made effective use of assistive technology proved more successful English language learners as compared with those who made less use of it. They had better access to study material, and were more successful in completing and submitting their tasks and assignments to their sighted teachers for their perusal with little assistance from sighted individuals. Assistive technology made the BVI learners independent, self-reliant and self-assured. Although very effective, yet assistive technology could not resolve all the problems confronted by blind and visually impaired students.
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