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.1.12.2.3371Parole chiave:
EFL, Glottodidattica accessibile, Ambienti Educativi Immersivi, INSEGNAMENTO E APPRENDIMENTO DEL LESSICOAbstract
Il presente studio indaga l’impatto degli ambienti educativi immersivi sull’acquisizione del vocabolario inglese tra studenti universitari con Disturbi Specifici dell’Apprendimento (DSA). A partire dal quadro teorico italiano per l'educazione linguistica inclusiva e dallo Universal Design for Learning, la ricerca combina noioni di glottodidattica accessibile con applicazioni pratiche di strumenti tecnologici educativi innovativi.Si riporta uno studio di caso con approccio misto, condotto presso l’Università di Genova, che ha coinvolto 92 studenti in un corso online sperimentale di inglese come lingua straniera. I risultati hanno rivelato che gli ambienti immersivi hanno migliorato la motivazione, l'engagement e la performance lessicale degli studenti con DSA, in particolare la memorizzazione di nuove parole e l'uso contestuale di esse. Rispetto ai metodi tradizionali, gli ambienti immersivi e multisensoriali hanno offerto maggiore accessibilità e hanno supportato lo sviluppo del lessico ricettivo e produttivo. Lo studio evidenzia anche i bisogni linguistici specifici degli studenti con DSA, tra cui la preferenza per contenuti visivi, interattivi e leggibili, e la necessità di un lesson planning lineare, strutturato e trasparente. Pur con delle limitazioni, i risultati dello studio dimostrano come gli ambienti educativi immersivi siano strumenti efficaci per un’educazione linguistica inclusiva e offrano nuove opportunità per rispondere ai bisogni degli studenti universitari con DSA.
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