Sonic Scenography and the 3D Binaural Turn: A Multimodal Framework for Enhancing EFL Acquisition Among Completely Visually Challenged Moroccan Students

Abstract

This research addresses the pedagogical vacuum created by ocularcentric English Language Teaching (ELT) materials for completely visually challenged students in the Moroccan context. In the absence of visual imagery, this study proposes a transformative "Sonic Scenography" model, utilizing binaural 3D soundscapes to scaffold lower-order linguistic skills. Employing a mixed-methods approach, the study examines an online cohort of 15 students with a complete visual challenge across various Moroccan cities. By integrating elements of theatrical sound design and cognitive psychology, the research explores how spatialized audio can serve as a functional surrogate for visual context. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) software. Findings reveal that 3D acoustic environments significantly enhance vocabulary retention and phonological awareness by providing a "spatial anchor" for new language data. The results indicate that shifting from "flat" audio to immersive 3D scenography reduces cognitive load and fosters academic autonomy for completely visually challenged students.