Assistive Learning Technologies for Visually Impaired EFL Students: Implications of CALL and MALL

Abstract

This paper discusses the contribution of Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) to enhancing and facilitating learning strategies for visually impaired EFL students (VIS) and their role in improving student competence. It also discusses the influence of these Assistive Technologies on facilitating teachers’ work to meet visually impaired students’ needs from the student’s perspective. Multimethod qualitative research was conducted with visually impaired EFL students in Algeria. The researcher is a visually impaired EFL student; therefore, the auto-ethnography research method was implemented. In addition, in-depth Semi-Structured Interviews were conducted with five visually impaired EFL students from different Algerian universities. The research highlights key findings regarding the use of assistive technologies in EFL learning for visually impaired students. It emphasises that sufficient time, comprehensive knowledge, and consistent practice are essential for students to learn and utilise these technologies effectively. Additionally, internal motivation is identified as a crucial factor driving students to adopt assistive tools. The study concludes that CALL and MALL significantly enhance visually impaired students’ learning strategies and skills. However, while these tools generally aid teachers, they fail to fully address the specific needs of visually impaired EFL students.