Deaf and hard‐of‐hearing EFL learners' perception of learning English: A narrative inquiry

Abstract

There is limited research on deaf and hard‐of‐hearing (D/HH) learners' learning English as a foreign language. It is even more scant in contexts such as Iran where D/HH learners are least visible and represented. This narrative inquiry aimed to explore Iranian D/HH English as a foreign language (EFL) learners' lived experience in learning English. The data were collected through semi‐structured interviews with 10 undergraduate students of English. The data were thematically analysed, yielding five themes: (1) learning English and its relevance to personal goals and aspirations; (2) perceived language‐related difficulties; (3) awareness of the differences in their language learning experience as D/HH learners; (4) significance of visual communication for D/HH learners of English; and (5) the role and support of technology. These themes provided a multidimensional understanding of these learners' perception of their foreign language learning trajectory. The results of this study have implications for various stakeholders in the context of special needs language education.