Volume 13, Issue 3 (2022)
LRR 2022, 13(3): 87-110 |
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Barianty T N, Arifani Y, Ma'ruf N, Setiawan S. L2 ASD Learners’ Scaffolding Development after Long Interaction with The Mobile Story-Sharing Application. LRR 2022; 13 (3) :87-110
URL: http://lrr.modares.ac.ir/article-14-60517-en.html
URL: http://lrr.modares.ac.ir/article-14-60517-en.html
1- Student, English Language Education Department, Magister, Universitas Muhammadiyah Gresik, Gresik, Indonesia , trishnananda@umg.ac.id
2- Associate Professor, English Language Education, Universitas Muhammadiyah Gresik, Indonesia
3- Assistant Professor, English Language Education, Magister, Universitas Muhammadiyah Gresik, Gresik, Indonesia
4- Professor, English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia
2- Associate Professor, English Language Education, Universitas Muhammadiyah Gresik, Indonesia
3- Assistant Professor, English Language Education, Magister, Universitas Muhammadiyah Gresik, Gresik, Indonesia
4- Professor, English Department, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia
Abstract: (1596 Views)
Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.
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