The impact of immersive educational environments on productive and receptive vocabulary in dyslexic university students of EFL: A case study
Year: 2025
Type: article
Abstract: 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 atthe 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 dyslexicstudents’ 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 toaddress diverse learner profiles in higher education.
Author: Giulia Staggini
Institution: University of Genoa
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4416102085