The impact of immersive educational environments on productive and receptive vocabulary in dyslexic university students of EFL: A case study
DOI:
https://doi.org/10.21283/2376905X.1.12.2.3371Keywords:
SECOND LANGUAGE PEDAGOGY, EFL, TEACHING AND LEARNING VOCABULARY, IMMERSIVE EDUCATIONAL ENVIRONMENTSAbstract
This study investigates the impact of Immersive Educational Environments (IEEs) on English vocabulary acquisition among university students with Specific Learning Disorders, particularly dyslexia. Grounded in Universal Design for Learning and the Italian Framework for Inclusive Language Education, the research combines inclusive pedagogical theory with innovative technological tools. A mixed-method case study was conducted at the University of Genoa, involving 92 students in an experimental online English course. Results revealed that IEEs enhanced learners’ motivation, engagement, and lexical performance—particularly in vocabulary retention and contextual usage. Compared to traditional methods, immersive and multisensory environments provided higher accessibility and supported both receptive and productive vocabulary development. The study also highlights SpLD students’ specific needs, including preferences for visual, interactive content and structured, transparent instruction. While limitations exist, findings support IEEs as promising tools for inclusive language education, offering new pathways for addressing diverse learner needs in higher education.
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