درخت حوزه‌های تخصصی

This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive technologies, fostering positive developmental outcomes for visually impaired adolescents.

Improving the way of designing syllabus by making it more tailored to the needs and interest of the learners has been an important objective in language teaching, which leads to selecting and grading instructional materials with a consistent attention. This study focused on studying some dark areas of material selection in language teaching, aiming to make instructional materials more attractive to learners. There was also an attempt to see if learner's interest could affect reading and grammar differently. Lastly, the research also sought to find learners' perception on the use of interest in material selection and its possible effect in their performance. A mixed-method design was used to answer the research questions. The findings and results revealed that the use of interest in selecting class materials helped learners have better performance in reading, and the improvement showed a high correlation with learners' performance in grammar learning. Furthermore, the results of the questions asking for learners' perceptions disclosed the effectiveness of integrating interest to teaching materials in language learning. Researchers and teachers are suggested to seek ways to assist the syllabus planners to grow achievement by changing the materials to be more interesting, which can facilitate the language teaching and learning.