Self-Determination in English Learning among Visually Impaired Students: The Role of an AI-Based Braille Audio Dictionary
DOI:
https://doi.org/10.33394/jk.v12i2.20349Keywords:
Inclusive Education, Self-Determination, Visually Impaired Students, Braille Dictionary, Artificial Intelligence, Assistive TechnologyAbstract
This study aims to analyze the self-determination of visually impaired students in learning English through the use of a Braille dictionary equipped with Artificial Intelligence (AI)-based audio, viewed from the perspective of Self-Determination Theory (SDT), which includes autonomy, competence, and relatedness. The research employed a qualitative approach with a case study design. Data were collected through interviews with visually impaired students, teachers, and parents and analyzed using thematic analysis through coding procedures. The findings indicate that the competence dimension appeared most dominantly, followed by autonomy, which reflects increased learner independence through the use of assistive technology. The improvement in competence was mainly influenced by the natural and clear AI-generated pronunciation, which enabled students to repeatedly listen to, imitate, and self-correct English pronunciation independently. In addition, the ease of accessing audio through the integrated Braille dictionary supported students’ confidence and learning autonomy. Meanwhile, relatedness emerged through interactions with teachers and parents, although it was relatively limited. These findings suggest that the Braille dictionary with AI-based audio has the potential to enhance accessibility, learner independence, and English learning abilities among visually impaired students, thereby supporting more inclusive learning practices.
References
Al-azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning ( UDL ): A Content Analysis of Peer- Reviewed Journal Papers from 2012 to 2015. 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295
Al-Jarf. (2026). Collaborative Learning and Teaching in Digital Environments: A Systematic Review of Two Decades of Research. 25–40. https://doi.org/10.32996/jcsts
Anđić, B., Lavicza, Z., Ulbrich, E., Cvjetićanin, S., Petrović, F., & Maričić, M. (2024). Contribution of 3D modelling and printing to learning in primary schools: a case study with visually impaired students from an inclusive Biology classroom. Journal of Biological Education, 58(4), 795–811. https://doi.org/10.1080/00219266.2022.2118352
Apriliana, S. R. (2025). Peran Guru Dalam Memanfaatkan AI Untuk Pembelajaran Bahasa Inggris Yang Adaptif Meningkatkan Literasi Digital. 4, 4589–4607.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead: Open University Press.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education : mapping the first global online semester. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00282-x
Braun, V., & Clarke, V. (2019). Thematic analysis revised. Journal of Chemical Information and Modeling.
Cheon, S. H., Reeve, J., & Song, Y.-G. (2019). Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs. Psychology of Sport and Exercise.
Creswell. (2018). A Mixed-Method Approach. In Writing Center Talk over Time. https://doi.org/10.4324/9780429469237-3
Creswell, J. W., & Creswell, J. D. (2018). A Mixed-Method Approach. In Writing Center Talk over Time.
Dalton, E. M. (2017). Beyond Universal Design for Learning : Guiding Principles to Reduce Barriers to Digital & Media Literacy Competence. 9(2), 17–29.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Entwistle, N., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research.
Faisol.M. (2013). IMPLEMENTASI TEXT TO SPEECH.
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and Remote Learning : Experiences of Parents with Children during the Pandemic. 4(3), 45–65.
Guanoluisa, C., Soledad, F., Johana, L., & Claudio, P. (2022). Visually Impaired Students ’ and Their Teacher ’ s Perceptions of the English Teaching and Learning Process 1. 46(4), 0–2.
Hakim, L., Azzahra, R., & Abdillah, M. A. (2025). Pemanfaatan Ai dan Chatbot Untuk Pembelajaran Bahasa Arab. Minhaj Pustaka.
Hersh, M. A. (2008). Assistive technology for visually impaired and blind people (Vol. 1) (M. A. John). London: Springer.
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
Karolina, V., Barella, Y., Wiyono, H., Khairunnisa, K., & Ghafika, D. F. (2022). Analysis of Difficulties and Strategies in Learning of Visually Impaired Students in West Kalimantan. Edumaspul: Jurnal Pendidikan, 6(1), 232–236. https://doi.org/10.33487/edumaspul.v6i1.3067
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
Mayer, R. E. (2002). Multimedia Learning. The Management of Technical Change, 41, 71–94. https://doi.org/10.1057/9780230800601_4
Mcnicholl, A., Casey, H., Desmond, D., Gallagher, P., Mcnicholl, A., Casey, H., Desmond, D., & Gallagher, P. (2019). The impact of assistive technology use for students with disabilities in higher education : a systematic review The impact of assistive technology use for students with disabilities in higher education : a systematic review. Disability and Rehabilitation: Assistive Technology, 0(0), 1–14. https://doi.org/10.1080/17483107.2019.1642395
Nasir, A., Fikri, M., & Kudus, I. (2024). Membangun Madrasah Inklusif : Upaya Menuju Sekolah Ramah Diversitas Melalui Implementasi Pendidikan Inklusif Di Madrasah Ibtidaiyah. JPDI: Jurnal Pendidikan Dasar Islam, 6(1), 21–44.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Nordin, M. N., Ismail, S. Z., Bahadin, S. A., Yusuf, R., & Mohd, M. N. (2024). Multisensory Method in the Study of Language Skills of Students with Special Educational Needs with Visual Impairment : A Preliminary Concept. 16(3), 6703.
Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology : Insights from two decades of application in conservation. 2018(July 2017), 20–32. https://doi.org/10.1111/2041-210X.12860
Ok, M. W., & Rao, K. (2019). Digital tools for the inclusive classroom: Google Chrome as assistive and instructional technology. Journal of Special Education Technology.
Paivio. (1986). Mental representations: A Dual Coding Approach.
Patton, M. Q. (2002). Qualitative research & evaluation methods. In Qualitative Research and Evaluation Methods. Sage.
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70 Tahun 2009 tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa.
Putri, T., Cania, P., Sari, E. J., Adli, M., & Lestari, E. P. (2026). Konsep Dasar Pendidikan Inklusif. 2, 393–397.
Reeve, J. (2024). Understanding motivation and emotion. John Wiley & Sons.
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective Teacher – Student Relationships and Students ’ Engagement and Achievement : A Meta- Analytic Update and Test of the Mediating Role of Engagement. Cc. https://doi.org/10.17105/SPR-2017-0035.V46-3
Rossiani, W. D., Pramesti, V. A., Dewi, Z. I., & Handoyo, R. R. (2022). Pengembangan Buku Saku Bahasa Inggris Braille “ Part of Body and Internal Organs ” untuk Siswa Tunanetra. 8(November), 84–91.
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory op yr ig ht Th e ui lfo rd Pr es yr ig Th e ui lfo rd Pr es.
Salam, U. (2024). The Integration of ChatGPT in English for Foreign Language Course: Elevating AI Writing Assistant Acceptance. Computers in the Schools, 1–21. https://doi.org/10.1080/07380569.2024.2446239
Simanjuntak, O. P., Ayuningtyas, I., & Andrayana, P. F. (2025). Aulad : Journal on Early Childhood Peran Guru Terhadap Kemandirian Anak Tunanetra. 8(2), 823–833. https://doi.org/10.31004/aulad.v8i2.1153
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.CV.
UNESCO. (2009). Policy Guidelines on Inclusion in Education.
UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. UNESCO.
Vygotsky. (1978). Mind in society: The development of higher psychological processes. In Harvard University Press. https://doi.org/10.4324/9781315867519-201
Wardhani, K. (2015). Quality : Journal of Community Service Program Pembelajaran Khusus untuk Penyandang Tunanetra. 2006, 112–122.
Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113–120.
Wehmeyer, M. L., Shogren, K. A., Little, T. D., & Lopez, S. J. (2017). Development of Self- Determination Through the Life-Course.
Yin. (2009). Case study research: Design and methods (Vol. 5). Sage.
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 The Author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JK agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
