Developing and Implementing Tactile Braille Blocks to Support Sentence Construction in Visually Impaired EFL Learners

Visually impaired (VI) learners face distinct challenges in English as a Foreign Language (EFL) contexts, where instructional materials and methodologies are predominantly designed for sighted students. While Braille versions of textbooks are available in some contexts, merely converting standard materials into Braille does not ensure genuine pedagogical accessibility, particularly in grammar and sentence structure instruction. To address this gap, the present study developed Braille-based tactile blocks as a manipulable instructional material and investigated their pedagogical potential in supporting sentence construction skills among VI EFL learners. The study adopted a qualitative case study design and was conducted at a public school for visually impaired students in Türkiye. Data were collected through semi-structured interviews with one English teacher and thirteen students following a classroom implementation of the material. Employing thematic analysis, the findings were organized under three themes: the use and classroom applicability of the blocks, their perceived pedagogical contributions to sentence construction, and student reactions and engagement. The Braille-based tactile blocks were perceived as accessible and practical by both the teacher and students. The findings further suggest that hands-on engagement with the blocks supported students’ understanding of word order and spelling awareness, while also fostering positive emotional responses and collaborative engagement during the learning process. The study concludes that well-designed tactile materials can offer a meaningful and inclusive alternative to traditional Braille-based instruction in EFL contexts and calls for greater attention to the development of accessible, needs-oriented materials for VI learners.