This study explored the English language learning experiences of learners with partial vision-related disabilities, specially the challenges that they faced and how they overcame them. It particularly focused on partially sighted English language learners as they are often overlooked in teaching and learning activities. Moreover, the study contributes to the discourse of the English language learning experiences of learners with vision-related disabilities in the context of Nepal where the education system and available infrastructure are not disability-friendly. This study, for the first time, documents the struggles, hopes and disappointments of the English language learning experiences of learners with partial vision-related disabilities integrating the researcher’s experiences.

Language is learned through communication and social interactions. We learn language collaboratively that is why this study is supported by collaborative learning theory (Vygotsky 2012). Rather than teachers, social interaction, friends and family play a major role in language learning process of a learner which was also validated by the research as it was one of the major findings. This insight further embodies the essence of collaborative learning and highlights the importance of social interaction in language learning.

Moreover, since we are dealing with stories, experiences of learners, their challenges and how they overcome those challenges, I found narrative inquiry as the perfect research method to guide the study. It is a qualitative study where interview was used as the major data collection technique. Three participants were purposefully selected and semi-structured in-depth interviews were conducted to generate data. As the information seemed saturated and repetitive, data collection was stopped at just three respondents. Those data and information generated through recorded and transcribed interviews were then coded systematically to generate themes which were later analysed in light with the theory.