Today reading comprehension is considered an essential skill in modern life, therefore, higher education students require more specific skills to understand, interpret and evaluate texts effectively. Short answer questions (SAQs) are one of the relevant and proper tools for assessing reading comprehension skills. Unlike multiple-choice questions, SAQs allow for the assessment of cognitive abilities such as attention, language, perception, and problem solving. However, the task of SAQs scoring is time-consuming and susceptible to ambiguity. Automatic Short Answer Grading (ASAG) is a new paradigm that could help solve these problems. This experimental analysis aims to implement ASAG using several approaches to sentence embedding based on deep learning with a multilayer perceptron regression layer on the top, trained with a reading comprehension dataset based on aphorisms. For experimental testing, the available dataset is composed of answers given by 199 undergraduate students in Spanish. BERT and Skip-Thought models are tested with different hyperparameters to find the best performance in terms of Pearson correlation coefficient and RMSE against human experts grades. The result of the current study showed that BERT model performed better than other approaches.

This study investigates how the Eyeland app, an accessible task-based serious game for English as a foreign language (EFL), can remediate traditional lessons for both visually impaired students (VISs) and sighted students (those without visual impairments) in a public high school in Colombia. Using an activity theory framework and its derived model, the Activity Theory-Based Model of Serious Games (ATMSG), the study explores the characteristics of traditional EFL lessons designed for these students, the adjustments made while integrating the Eyeland app, and the resulting changes in student experiences. The research employed action research cycles involving teachers in reflective processes that included planning, observing, acting, and re-planning to adapt and integrate Eyeland into the classroom. Qualitative research methods—field observations, focus groups, usability surveys, teacher interviews, and document analysis—were used to collect data and analyze how Eyeland was implemented and its effects on teaching and learning. Findings indicate that Eyeland effectively remediated traditional lessons by offering accessible, interactive features such as auditory, tactile, and visual support. These enhancements improved engagement for both sighted and visually impaired students. Traditional EFL lessons, which relied heavily on visual materials and teacher-centered methods, were transformed into more interactive, task-based activities that encouraged greater collaboration and student autonomy. Adjustments included redesigning lesson plans and rearranging classroom layouts to foster inclusion. Both sighted and visually impaired students reported positive experiences, particularly valuing the increased autonomy and engagement provided by Eyeland’s interactive tasks. The study highlights significant changes made to the lessons, with visually impaired students reporting predominantly positive experiences, though some teachers were reluctant to engage with the app. Eyeland contributed to the creation of inclusive classrooms by shifting from a teacher-centered approach to a student-centered learning environment that promoted better language learning outcomes. ATMSG was instrumental in analyzing how Eyeland fostered inclusive learning practices and provided valuable insights into re-mediation strategies, pedagogical planning, and the development of accessible content for EFL learners.

The purpose of this literature review is to identify, categorize, and critically appraise research papers related to mobile apps for visually impaired people in language learning. This study intended to identify the language skills, the affordances, and the limitations encountered while designing and implementing the apps. Hence, a systematic review in the Scopus database and the virtual libraries of IEEE, SAGE, ERIC, and Science Direct, adhering to the PRISMA methodology, produced 274 research papers, and after the application of the different phases, a detailed analysis was performed using 17 articles. The results revealed that Information Communication Technologies, assistive technologies, and electronic accessibility features contributed to the usability guidelines and the current evolution toward modern language learning mobile applications for visually impaired users. The revised work also revealed how writing, reading, and spelling became more demanding for this particular special need, and that grammar-based and traditional activities are replaced by other communicative approaches. The emphasis was on speaking and listening skills due to these being less demanding in terms of technical requirements. The findings of this review provide insights for instructional designers to construct inclusive language learning apps which consider the three essential dimensions needed to achieve it: technological, pedagogical and psychological, in addition to appropriate affordances necessary for both sighted and visually impaired users.

This study aims to determine the pedagogical and emotional challenges and the teaching strategies implemented in face-to-face complementary tutorial sessions requested by visually-impaired students (VIS) learning English as a foreign language in a virtual undergraduate course whose graphic nature diminishes their opportunities. The research methodology selected for this purpose is an evocative autoethnography in which self-observation, self-reflection, and field notes were used for the data collection needed. Transcripts were analysed using qualitative codes for this collection under three main themes: pedagogical and emotional challenges and teaching strategies. The findings revealed how pedagogical challenges derived from emotional challenges, a great sense of affective scaffolding to respond to neglected VIS’ needs and concerns attached to materials adaptation, web accessibility issues, and a redefinition of inclusion policies in higher education. A final reflection on the implications of current language teaching that might work for VIS and teacher’s training is made in addition to the limitations encountered.Keywords: blindness; visually-impaired students; pedagogical challenge; emotional challenge; teaching strategies; affective scaffolding; sociocultural theory; critical disability theoryPart of the special issue Autoethnography in online doctoral education

El objetivo principal de este reporte de investigación es exponer cómo aprende inglés un estudiante con limitación visual en el contexto de los cursos virtuales en una universidad pública colombiana. Esto se llevó a cabo a través del análisis de las estrategias de aprendizaje utilizadas por el estudiante en las tutorías.El análisis desde una perspectiva cualitativa mediante observaciones y entrevistas ayudó a determinar que los tutores que trabajan con estudiantes con necesidades especiales deben enfocarse en las fortalezas y estrategias de aprendizaje que estos han desarrollado y analizar las posibles nuevas estrategias implementadas por ellos. Adicionalmente, este análisis ayudó a tener una mirada más de cerca a la forma en que estas estrategias de aprendizaje (cognitivas, metacognitivas y socioafectivas) no fueron usadas de manera aislada sino simultánea y sincrónica y cómo han sido impulsadas por el contexto laboral del estudiante...

This paper presents a Design-Based Research (DBR) framework for the development of an accessible English as a Foreign Language (EFL) application tailored for visually impaired users to support them in terms of audio enhancement, tactile feedback, screen reading and speech-to-text. The framework comprises four phases: the identification and analysis of current gaps in language learning applications and design of language content; the architectural design of the application, including its pedagogical components selection and revision of taxonomies; the testing and implementation of the application; and finally, the refinement process and formulation of design principles. Traditional language learning apps often rely on visual content, which is challenging for visually impaired users. Eyeland prioritizes auditory and tactile methods, ensuring compatibility with screen readers, high-contrast themes, robust zooming features, and audio descriptions for images to make learning accessible. This research focuses on creating a mobile application to enhance English teaching at the A1 level for high school students in Colombia, addressing challenges such as resource quality, collaborative learning, and inclusion of students. The methodology involves mobile task-based teaching. Visually impaired students showed an overall average score increase from 4.8 to 6.9, while sighted learners experienced a more significant rise from 4.1 to 9. High ratings for accessibility features show an overall satisfaction of 91.67. The study emphasizes the importance of mobile-assisted tasks for inclusive classroom practices and suggests further research on the role of serious games in Task-Based Language Teaching (TBLT). Overall, the research contributes insights into designing inclusive technology-enhanced learning tools for EFL education, demonstrating the potential of serious games in providing accessible content and fostering autonomous and collaborative learning for visually impaired students.