Listening strategies used by students with visual impairments

Abstract

This research aims to determine the listening strategies of students with visual impairments. For this purpose, a descriptive survey model was used. Within the scope of the research, two separate groups were studied; students without visual impairments (n = 48) and students with a visual impairment (n = 37). A five-point Likert type scale was developed to determine the listening strategies of individuals with visual impairments. Research findings show that individuals with visual impairments frequently or always use listening strategies as expected. Another finding of the study is that students with visual impairments use listening strategies more than others do. It is observed that the students use different metacognitive, cognitive and social strategies. Trainings on less-used strategies may be the main recommendation of this research. Additionally, research findings show that students perform relatively less self-assessment about their listening process. Increasing critical thinking and self-assessment behaviors of students with visual impairment may be another fundamental recommendation.