Exploring the role of assistive technology in teaching english vocabulary to blind students.

Abstract

This qualitative study examines the role of assistive technology in teachers' English vocabulary teaching experiences with students who are blind or visually impaired. Using a phenomenological approach and interpretivist theory, in-depth interviews were conducted with five teachers from five public schools in La Libertad, Santa Elena Province, who served as the sample. The author conducted one-on-one interviews across five virtual sessions to explore the perspectives of teachers. All participants provided detailed accounts of how assistive technology influenced their English vocabulary instruction. The goals of this research were to analyze teachers' experiences, identify challenges faced in teaching and learning for blind and visually impaired students, and determine the most commonly used assistive technologies. The study found that assistive technology enhanced the effectiveness of English vocabulary learning and facilitated the teaching and learning process for students who are blind or visually impaired. It improved access to study materials, and both teachers and students experienced greater success in sharing tasks and active participation. Assistive technology has fostered greater autonomy, confidence, and self-reliance among learners who are blind or visually impaired (B&VI). Although highly effective, assistive technology cannot solve all issues confronting blind and visually impaired students unless public educational institutions facilitate access and provide the necessary technology for teachers, including appropriate training.