Bridging barriers: aural cues, codeswitching, and proficiency in vocabulary learning for visually impaired learners

Badri, A., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Zhang, P. A. ORCID: https://orcid.org/0000-0002-2136-4984 (2026) Bridging barriers: aural cues, codeswitching, and proficiency in vocabulary learning for visually impaired learners. Studies in Second Language Acquisition, 48 (1). 118 -139. ISSN 1470-1545 doi: 10.1017/S0272263125101101

Abstract/Summary

Visual impairment (VI) affects around 2.2 billion people globally (World Health Organization, 2019). VI language learners need strong vocabulary knowledge as much as sighted (SI) learners, yet little is known about how different instruction types impact their vocabulary development. In this study, 16 VI and 16 SI learners of English were taught 60 vocabulary items counterbalanced through two aural input methods: codeswitching (CS), giving first language (L1) explanations, and aural input manipulation (AIM) with CS (AIMCS), where increased volume emphasized words alongside CS explanations. Pre-, post-, and delayed post-tests indicated that AIMCS led to better short-term vocabulary retention for both groups, with no significant differences longer term. VI learners benefited more overall, and learners with lower initial vocabulary showed the greatest gains. Listening proficiency moderated the effects, with AIMCS offering greater short-term benefits for learners with higher listening proficiency. The study suggests AIMCS enhances short-term vocabulary learning, particularly for VI learners, but listening proficiency is critical.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/122419
Identification Number/DOI	10.1017/S0272263125101101
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Cambridge University Press
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