digital divide

The upheaval time of COVID-19 highlighted the importance of an effective way of teaching English to the front-line healthcare workers such as medical doctors and researchers with different digital-divide status, particularly in non-English-speaking countries because they were first-hand users of critical pandemic-related information in mostly-English articles published online by scientific journals. This study attempted to investigate the pedagogical effects of utilizing the two main User-Generated Content (UGC) platforms in E-learning, namely LMS vs. LXP, on the results of the Electronic Ministry of Health Language Examinations (E-MHLE) among Iranian English for Medical Purposes (EMP) learners across their digital-divide status (digital natives vs. digital immigrants) during the COVID-19 pandemic. A series of focus-group E-interviews were conducted to determine the reasons behind the lowest scores among the participants and to find out possible suggestions for success in high-stake E-tests. To this end, 272 EMP learners who were users of LMS and LXP were conveniently selected from a university of medical science to participate in this sequential explanatory mixed-method research. The results of descriptive and inferential statistics showed that the LXP group outperformed the LMS one in the results of E-MHLE. Moreover, the digital natives obtained higher scores than the digital immigrants in both groups but the difference was not significant in the LXP. The findings of the E-interviews were thematically analyzed and discussed. The findings of this study might offer practical and realistic benefits to the whole EMP community, particularly policymakers for the post-COVID-19 era. 

This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive technologies, fostering positive developmental outcomes for visually impaired adolescents.