Abstract
This qualitative study addressed the external factors that influence the experience of learning English as a foreign language among students who are visually impaired (VI). Overall, 28 university students with VI were interviewed about their experience of learning a foreign language (English) both in high school and in university. Three themes, representing external factors, emerged from the interviews: parents, peers, and English teachers. Findings showed that behavioural, academic, and parental expectations, and a stable and caring home setting, fostered participants’ success in learning a foreign language. Furthermore, the study illustrated the importance of friends in aiding the success of individuals with VI, both socially and academically. Differences in the school atmosphere and culture regarding the inclusion of students with VI acted as either a promoting or impeding factor in motivating students with VI to succeed in their foreign language learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.