The Integration of Voice-into-Text Technology to Enhance the Interaction of Hearing-Impaired Students

Class interaction is one of the fundamental processes that facilitate language acquisition in EFL classrooms. To enhance classroom interaction of hearing-impaired (HI) students and to overcome their communication challenges, voice-into-text technology was used in this study to provide students with live transcription of their teacher’s words. The aim of the study was to investigate the effectiveness of this technology in improving HI students’ classroom interactions. In addition, the study aimed to highlight the challenges that might hinder proper interaction in HI education. For these purposes, six hearing-impaired university students and four EFL teachers participated in this study. Qualitative methods were employed in both data collection and data analysis. The results of the observations and interviews indicated that voice-into-text technology had promising potentials in improving classroom interaction effectively. Although the observations recorded no significant changes in interactions, the results of the interviews’ analysis were relatively positive. Other findings of the study shed light on the main challenges encountered by both teachers and students. The study recommended providing training programs, sign language interpreters, modified curriculums, and smart boards with integrated voice-into-text technology in the classrooms of special needs learners.