Use of assistive and adaptive technology in learning English as a foreign language: A systematic review

Abstract

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.