Schedule: 2009-09-11 (12:00 - 12:45)
Parallel Session 4 (Room A-19)

Title: New e-frontiers of assistive software and their positive impact upon a blind student's language learning experience
Authors: Marina Orsini-Jones
Abstract: This paper reports on a longitudinal case-study based upon the experience of a blind student learning languages at undergraduate level and the impact that technology had upon his language learning experience.

Harry (not his real name), was 20 years of age when he initially registered to study on a Joint French and German Honours Degree, reading Spanish as a minor option, but then changed to a French Single Honours degree in his second year of studies, keeping both German and Spanish as ‘minor’ options. He was interviewed individually on separate occasions in academic years 2004-2005, 2005-2006 and 2007-2008 after having spent academic year 2006-2007 in France. His previous educational experience was mixed (he attended both a specialist school for the blind and a mainstream college). His proficiency in French was at higher intermediate level. He also had intermediate level in German and was a beginner in Spanish.

The paper discusses how technology helped with making his language learning experience manageable, but also highlights Harry’s dissatisfaction with JAWS for Windows, which reads information on the screen of the user using synthesised speech.

It is argued in the paper that Harry’s dislike for the JAWS voice impacted negatively upon his written proficiency. In his first two years of study, Harry struggled with all types of written tasks, both in English and in the foreign languages studied. He experienced difficulties in structuring sentences, paragraphs and ideas in essays. His writing style, both in English and in the foreign languages studied, presented the features of the type of ‘spoken text’ one encounters in chat rooms (which he was using on a regular basis). His difficulties with writing did not appear to be eased by the use of his Duxbury Braille Translator installed in a hand-held device that he brought to all classes, which enabled him to translate from Braille-to-text and text-to-Braille.

However, a technology-driven change happened in academic year 2007-2008, his final year, after he met another blind student in France who introduced him to new technology. Harry’s learning experience was revolutionized by the use of VoIP (Voice Over Internet Protocol) with his new Apple McIntosh laptop - MacBook. The latter enabled him to activate voice-over tools for each key he pressed while he was pressing it, in his own words: ‘It is not a screen reader, it’s a screen voice interface which has greatly improved my navigational skills’. Furthermore, he was also able to purchase French and English voices from Assistive Ware (Assistive Ware 2000-2008) which made his listening experience more pleasant. This appeared to impact positively upon his writing skills, as the voices paused better than the Jaws American voice he used to use when reading texts.

The paper will finally report on how the purchase of different French voices enabled Harry to be very creative when delivering his individual assessed presentation for French for Business in the final year and how his creative use of the assistive software became an excellent pedagogical solution that could be disseminated to sighted students.
Keywords: assistive software, language learning, blind students, higher education, VoIP

Main topic: Pedagogical change in technology integration

Biodata: Marina Orsini Jones is Principal Lecturer in the Department of English and Languages at Coventry University. She has carried out research on CALL integration in the higher education curriculum for a number of years and has published scholarly work on the impact of education technology on the students’ learning experience.
Type of presentation Paper presentation

Paper category Research

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-11 (12:00 - 12:45) Parallel Session 4 (Room A-19)
Title:	New e-frontiers of assistive software and their positive impact upon a blind student's language learning experience
Authors:	Marina Orsini-Jones
Abstract:	This paper reports on a longitudinal case-study based upon the experience of a blind student learning languages at undergraduate level and the impact that technology had upon his language learning experience. Harry (not his real name), was 20 years of age when he initially registered to study on a Joint French and German Honours Degree, reading Spanish as a minor option, but then changed to a French Single Honours degree in his second year of studies, keeping both German and Spanish as ‘minor’ options. He was interviewed individually on separate occasions in academic years 2004-2005, 2005-2006 and 2007-2008 after having spent academic year 2006-2007 in France. His previous educational experience was mixed (he attended both a specialist school for the blind and a mainstream college). His proficiency in French was at higher intermediate level. He also had intermediate level in German and was a beginner in Spanish. The paper discusses how technology helped with making his language learning experience manageable, but also highlights Harry’s dissatisfaction with JAWS for Windows, which reads information on the screen of the user using synthesised speech. It is argued in the paper that Harry’s dislike for the JAWS voice impacted negatively upon his written proficiency. In his first two years of study, Harry struggled with all types of written tasks, both in English and in the foreign languages studied. He experienced difficulties in structuring sentences, paragraphs and ideas in essays. His writing style, both in English and in the foreign languages studied, presented the features of the type of ‘spoken text’ one encounters in chat rooms (which he was using on a regular basis). His difficulties with writing did not appear to be eased by the use of his Duxbury Braille Translator installed in a hand-held device that he brought to all classes, which enabled him to translate from Braille-to-text and text-to-Braille. However, a technology-driven change happened in academic year 2007-2008, his final year, after he met another blind student in France who introduced him to new technology. Harry’s learning experience was revolutionized by the use of VoIP (Voice Over Internet Protocol) with his new Apple McIntosh laptop - MacBook. The latter enabled him to activate voice-over tools for each key he pressed while he was pressing it, in his own words: ‘It is not a screen reader, it’s a screen voice interface which has greatly improved my navigational skills’. Furthermore, he was also able to purchase French and English voices from Assistive Ware (Assistive Ware 2000-2008) which made his listening experience more pleasant. This appeared to impact positively upon his writing skills, as the voices paused better than the Jaws American voice he used to use when reading texts. The paper will finally report on how the purchase of different French voices enabled Harry to be very creative when delivering his individual assessed presentation for French for Business in the final year and how his creative use of the assistive software became an excellent pedagogical solution that could be disseminated to sighted students.
Keywords:	assistive software, language learning, blind students, higher education, VoIP
Main topic:	Pedagogical change in technology integration
Biodata:	Marina Orsini Jones is Principal Lecturer in the Department of English and Languages at Coventry University. She has carried out research on CALL integration in the higher education curriculum for a number of years and has published scholarly work on the impact of education technology on the students’ learning experience.
Type of presentation	Paper presentation
Paper category	Research
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No