Psychological factors involved in the acquisition of a foreign language among students with visual impairments

This study presents a qualitative analysis of the psychological factors affecting the academic success of students with visual impairments, focusing on the students’ perceptions of their own competence and abilities in learning a foreign language. Interviews were conducted with 28 first-year college students in Israel who met the standard definition of being legally blind. Data were analyzed using a content analysis technique. This was conducted in two stages: first a within-case analysis and then a cross-case analysis. Three distinct themes emerged from the data: (1) self-perceptions of efficacy and feelings of competency, (2) achievement motivation, and (3) locus of control. The analysis of the interviews revealed that each of these three factors influenced students’ experiences throughout their college years, both overall and in regard to their English studies in particular. The factors were interpreted using Bronfenbrenner’s bio-ecological model of human development. Findings suggest that providing emotional and psychological support to students with visual impairments early in their academic studies could prove beneficial by providing them with the necessary tools for coping with the demands and requirements of higher education.