Assistive Technology in the English Language Classroom: Reality and Perspectives
DOI:
https://doi.org/10.17507/jltr.1306.08Keywords:
assistive technology, English language classroom, higher education, inclusive education, visually impaired studentsAbstract
The Oman Vision 2040 Policy aims to create a system of high-quality education where human capabilities are empowered and where learners of a wide range of ability feel welcome and their learning is invigorated. However, research reveals that educators still need to improve their knowledge of how to access valuable insights into such education practice, and there are many ideas that need to be sharpened and elaborated in academic and public discussions. In the context of Oman’s higher education, besides English language learning and communicative skills’ enhancement, there is inclusive language education as one of strategic directions and priorities. Suggesting that foreign language acquisition understood as a complex cognitive and social process can be facilitated by assistive technology used for enhancing English language achievement of the learners who lack some of its essential aspects, this paper explores the reality of integrating assistive technology in the English language classroom that includes students with visual impairments. It also outlines future perspectives involving the authors’ understanding of assistive technology as practice that has the capacity for increasing language learners’ autonomy, participation, and, simultaneously, advancing their academic standing. The shared insights will provide language educators with ideas on how using assistive technology can enable more efficient language teaching and learning experiences of visually impaired students, empower them and, consequently, strengthen their academic success.
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