The Impact of Assistive Technologies in Enhancing English Learning Outcomes for Students with Disabilities: A Meta-Narrative Analysis

Abstract

Integrating assistive technologies in education is crucial for enhancing English learning outcomes among students with disabilities. This meta-narrative analysis aims to synthesize existing research on the impact of assistive technologies in improving English language skills in this population. We conducted a comprehensive search across databases, including Taylor and Francis and Scopus, identifying relevant studies published from 2020 to 2023. Eleven peer-reviewed articles met the inclusion criteria, focusing on empirical studies that evaluated tools such as EducaPlay, Rosetta Stone, PECS, AR applications, inclusive videos, LEA tools, VAS and multimedia tools, web-based drill programs, the AMALL application, and various assistive technologies like JAWS, MELDICT, OCR scanners, and Braille devices. Data collection involved extracting critical information on the effectiveness of the learning tools, types of disabilities, and educational outcomes related to language skills in using technology learning tools to study the English language for disabled students. The analysis revealed significant improvements in vocabulary, reading comprehension, and writing skills, demonstrating the positive impact of assistive technologies on English learning. The findings suggest that these technologies enhance engagement and motivation, offering personalized support that addresses individual needs. The discussion highlights the variability in effectiveness across different technologies and the importance of proper implementation and training for educators.