[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600327-105":59,"doc-detail-600327-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","use-of-assistive-and-adaptive-technology-in-learning-english-as-a-foreign-language-a-systematic-review","Use of assistive and adaptive technology in learning English as a foreign language - A systematic review","","The advancement of technology supports inclusive education for disabled students through assistive technology (AT), enabling participation and equal learning opportunities. Research remains limited regarding this learner group, motivating a systematic review focused on best practices, pedagogical implications, and limitations of AT in learning English as a foreign language. Evidence from empirical studies conducted between 2013 and 2023 indicates best practices emerging in 2017 across Europe and extending to Indonesia and Thailand, fostering greater learner autonomy and academic success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/use-of-assistive-and-adaptive-technology-in-learning-english-as-a-foreign-language-a-systematic-review/600327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/use-of-assistive-and-adaptive-technology-in-learning-english-as-a-foreign-language-a-systematic-review/600327.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the systematic review?","Question",{"text":112,"@type":113},"To identify best practices, pedagogical implications, and limitations of using assistive technology (AT) in learning English as a foreign language for disabled learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the review results suggest about best practices?",{"text":117,"@type":113},"Best practices are reported to come from more recent years, particularly 2017, with evidence across countries ranging from Europe to Indonesia and Thailand.",{"name":119,"@type":110,"acceptedAnswer":120},"What limitations are highlighted in the reviewed studies?",{"text":121,"@type":113},"AT needs further development and wider accessibility for learners, alongside more specialized training for specialists and teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600327,1792614516,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nReview Article  \nContemporary Educational Technology, 2023, 15(4), ep481 ISSN: 1309-517X (Online)  \nUse of assistive and adaptive technology in learning English as a foreign language: A systematic review  \nBlanka Klimova 1*  \n 0000-0001-8000-9766  \nKatarina Zamborova 2  \n 0000-0003-2785-3604  \n1 University of Hradec Kralove, Hradec Kralove, CZECH REPUBLIC  \n2 The University of Economics in Bratislava, Bratislava, SLOVAKIA  \n* Corresponding author: [blanka.klimova@uhk.cz](blanka.klimova@uhk.cz)  \nCitation: Klimova, B., & Zamborova, K. (2023) . Use of assistive and adaptive technology in learning English as a foreign language: A systematic review. Contemporary Educational Technology, 15(4), ep481. [https://doi.org/10.30935/cedtech/13787](https://doi.org/10.30935/cedtech/13787)  \nARTICLE INFO ABSTRACT  \n\n| Received: 19 May 2023\u003Cbr>Accepted: 2 Sep 2023 | With the advancement of technologies, disabled students are being cared for to progress in their education through assistive technologies (AT). They ensure the inclusion of the target group to make them equal with their peers who do not suffer from disabilities. Unfortunately, there is only scarce research on this margin group in connection with technology. Therefore, the aim of the systematic review is to conduct research on the best practices, pedagogical implications, and limitations for the target group using AT. The results based on the review of empirical studies on the research topic conducted between 2013 and 2023 suggest that the best practices of AT are coming from recent years, specifically from 2017, and countries ranging from Europe to Indonesia and Thailand. Pedagogical implications suggest that the learners using AT are becoming more autonomous, independent and successful in academic achievements. Limitations within the study include the fact that AT needs to be more developed and accessible to learners along with more specialized training of specialists and teachers. Future research on the topic should be aimed at better equipment for these learners with AT.\u003Cbr>Keywords: assistive technology, assistive technology, learning, English as a foreign language, systematic review |\n| --- | --- |\n| INTRODUCTION |  |\n\nThere is no doubt about the prevalence of technology in education these days for the current generation of students. To make sure all learners are included in education, assistive technologies (AT) come up to the front since they adjust and specialize learning technologies for the overlooked student population to ease their learning processes and make them equal learners. AT are characterized as “technology, devices, and other systems used by disabled and/or elderly people to overcome the social, infrastructural and other barriers to independence, full participation in society and carrying out activities safely and easily” (Hersh & Mouroutsou, 2015) . AT includes computers with specialized software, digital hearing aids and glasses, and handheld magnifiers and canes (Khan, 2022) . Additionally, Khan (2022) emphasizes that based on the recommendations of the United Nations every visually impaired learner has the same rights as their sighted counterparts and every member country should take measures in this regard. The overall aim is social inclusion and a better quality of life for this target group. This fact is also reflected in the study by the European project EN-ABILITIES (enabling inclusive education through technology), which proposes a comprehensive tool based on the principles of universal design for students with physical, hearing and visual impairments (VI) . Furthermore, it seeks to improve language and communication skills among students with SEN and, consequently, seeks to expand opportunities for employability, participation in society, mobility and social inclusion (Arribas et al., 2020) .  \nHowever, it seems that when it comes to foreign language learning, there are more studies on the use of AT among students with VI than any othe","cbCaitj12QcxdLjQ","https://ap.wps.com/l/cbCaitj12QcxdLjQ","pdf",204006,"English","# Introduction\n## Assistive technology and social inclusion\n## AT in foreign language learning for learners with visual impairments\n## Challenges in access, teacher knowledge, and instructional materials\n## Evidence from European and national contexts","[{\"question\":\"What is the main goal of the systematic review?\",\"answer\":\"To identify best practices, pedagogical implications, and limitations of using assistive technology (AT) in learning English as a foreign language for disabled learners.\"},{\"question\":\"What do the review results suggest about best practices?\",\"answer\":\"Best practices are reported to come from more recent years, particularly 2017, with evidence across countries ranging from Europe to Indonesia and Thailand.\"},{\"question\":\"What limitations are highlighted in the reviewed studies?\",\"answer\":\"AT needs further development and wider accessibility for learners, alongside more specialized training for specialists and teachers.\"}]","Use of assistive and adaptive technology in learning English as a foreign language - A systematic review | PDF",1792090469]