Abstract
This study explores the benefits of eReading in enhancing reading comprehension skills among A1 English-level students from the University of Cuenca and Higher Institute of Technology Pelileo, Ecuador, with a special focus on empowering the participation of students with special needs. The objective was to determine if the use of eReading could improve the reading comprehension competence of students, including those with visual impairments. The study employed an experimental group (EG) consisting of 40 students, three of whom had visual impairments due to albinism. The EG was encouraged to read six interactive short tales. Data were collected through a qualitative survey and face-to-face interviews with the three visually impaired students to measure their perceptions toward the e-reading activities. Quantitative pre- and post-tests were administered to assess the students’ competence before and after the intervention. The collected data were analyzed using SPSS 23 for statistical analysis and Excel for generating tables. Decisions were made with a significance level of 0.05. The findings reveal that students demonstrated significantly improved reading comprehension after the intervention. Students with albinism performed well and showed improvement in their reading skills. This study highlights the importance of technology in the learning experience of all types of EFL English students including ones with visual impairments.
Presenters
Patricio CalleProfessor, Pedagogía de los Idiomas Nacionales y Extranjeros, Universidad Católica de Cuenca, Azuay, Ecuador
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Inclusive,Education,Albinism,Visual,Impairments,EReading,Short tales
