Breaking Barriers: Assistive Technology for Visually Impaired EFL Educators
Abstract
Visually impaired EFL educators face unique challenges relating to using assistive technology to enhance listening and reading skills, which highlights a need for better resources and support. This study examined visually impaired EFL educators’ perceptions of the use of assistive technology to foster their receptive skills (namely listening and reading) and the challenges involved in using this technology. The study used a qualitative, analytical-descriptive research design, with a validated 15-item semistructured interview developed by the researchers. Interviews were conducted with five schoolteachers and two university instructors who had been selected purposefully through public contact information from Jordanian K–12 and tertiary institutions of learning. The interviews were audio recorded, transcribed, and subjected to thematic analysis to identify recurrent patterns and insights. The findings reveal that, while there was a strong perception of the effectiveness of assistive technology in fostering receptive skills, several significant challenges were identified. These challenges were insufficient institutional support, limited availability of appropriate assistive tools, and issues related to compatibility, affordability, and accessibility. The study highlighted the critical need for improved resources and support systems to enable visually impaired EFL educators to fully leverage assistive technology, thereby enhancing both their instructional effectiveness and professional development.
https://doi.org/10.26803/ijlter.24.4.38
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