Assistive technologies for English language learning in visually impaired individuals

Visual impairment presents significant challenges in English language learning, where traditional methodologies heavily rely on visual materials. This comprehensive literature review systematically examines assistive technologies designed to support English language acquisition for visually impaired individuals. Through a systematic analysis of 37 selected articles published between 2010 and 2025, the study identifies four primary categories of assistive technologies: screen readers, braille display technologies, audio-based technologies, and specialized mobile applications. The review reveals that multimodal technological approaches demonstrate the most promising outcomes in language skill development. Screen readers and specialized vocabulary applications show significant potential for vocabulary acquisition, while braille display technologies and interactive grammar exercises effectively support grammatical competence. Audio-based technologies, particularly those incorporating artificial intelligence, demonstrate remarkable improvements in pronunciation and listening skills. Critical implementation factors emerge, including the importance of teacher training, institutional support, and learner-centered technology selection. The study highlights substantial variability in technology effectiveness based on individual learning profiles, technological experience, and specific visual impairment characteristics. Significant research gaps are identified, including limited longitudinal studies, insufficient exploration of advanced language proficiency technologies, and minimal research on culturally responsive design. The findings underscore the transformative potential of assistive technologies in creating more equitable language learning environments. By leveraging multimodal technological approaches and adaptive pedagogical strategies, educators can effectively support visually impaired learners in achieving English language proficiency comparable to their sighted peers. The review calls for continued research, technological innovation, and inclusive educational practices to address the unique learning needs of visually impaired language learners.