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Marschark, M., & Knoors, H. (2020). Optimizing Academic Performance of Deaf Students: Access, Opportunities, and Outcomes. In M. Marschark, & H. Knoors (Eds.), The Oxford Handbook of Deaf Studies in Learning and Cognition (pp. 147-162). Oxford University Press.
https://doi.org/10.1093/oxfordhb/9780190054045.013.9

has been cited by the following article:

• TITLE: A Website-Based Approach to EFL Instruction for Hard-of-Hearing Students in Algeria to Teach the Visual Literacy: Utilizing Significatif and Algerian Sign Language

  AUTHORS: Abdelbaki Zebda

  KEYWORDS: Significatif, Web-Platform, Algerian Deaf Students, Algerian Sign Language (AlgSL), English as a Foreign Language (EFL), Educational Videos, NVivo

  JOURNAL NAME: Creative Education, Vol.16 No.9, September 25, 2025

  ABSTRACT: This article explores how a web platform called Significatif, which combines Algerian Sign Language (AlgSL) and visual learning tools, can improve English language skills for Deaf students in Algeria, who often face exclusion due to traditional teaching methods focused on hearing. Using a mix of tests and interviews with 30 middle school students (split into groups using Significatif vs. traditional lessons), the research tested vocabulary, grammar, and student feedback on features like interactive sign language dictionaries and video lessons. Results exhibited that students employing Significatif enhanced their English mastery by 0.14%, with additional explicit emphasis and reduced cognitive tension, aligning with hypotheses that visuals boost learning. NVivo permitted data analysis, disclosing strong approval for the platform’s accessibility. Ethical practices ensured participant privacy.