A phenomenological study on English language learning of visually impaired students in Thailand

Name: Buarattana Attachoo

keyword: English language learning

; Inclusive classroom

; Visually impaired students

; Phenomenological study

Abstract: Under the light of equality in education, visually impaired students (VIS) have the full right to improve their quality of life through educational achievement. Accordingly, policies and regulations in Thailand encourage the implementation of inclusive education and support all types of students, including students with visual impairment. This means that there is also the requirement for the VIS to complete the compulsory educational scheme, including studying English language in particular educational levels. However, a mismatch between the national goals of the support policies and the practical aspects of ELL of the VIS exists in Thailand. Moreover, a number of difficulties affecting the VIS as English language learners remain uninvestigated. Hence, the overarching goal of the study was to provide the research-based document as evidence of authentic situations for the development in ELL of the VIS in the inclusive classroom. To achieve the main goal, the objectives of the study were to explore the essence and meaning of English language learning (ELL) in inclusive classrooms derived from the perceptions of the visually impaired students (VIS), the English instructors, and the support staff. To elicit the experiences from the participants, the research was conducted under the phenomenological methodology. The findings were drawn from nine students with visual impairment studying in an inclusive classroom setting ; nine English instructors and eight support staff volunteered from four schools and four universities located in four regions across Thailand. The data obtained from in-depth interviews and classroom observations were grouped into units of meaning or themes and elaborated in textual descriptions before being synthesized into structural descriptions. The findings represented the essence of the phenomenological study that while the challenges and difficulties in ELL of the VIS emerged in the inclusive classroom, there were also many positive aspects of ELL in an inclusive setting. Particularly, the results showed that there were incompatibilities between ELL in the inclusive classroom and the specific characteristic of the VIS as English language learners. Therefore, the notions in ELL of the VIS ranging from the accommodations in the inclusive classroom to the English language curriculum wait to be appropriately reconsidered and readjusted

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Pragasit Sitthitikul

Role: advisor

Created: 2020

Modified: 2022-11-25

Issued: 2022-11-25

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2020.173

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English Language Teaching

Grantor: Thammasat University

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