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Research Article

A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.4 (2022.12)바로가기
  • 페이지
    pp.1234-1249
  • 저자
    Syaadiah Arifin, Yudhi Arifani, Nirwanto Maruf, Adimawati Helingo
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A423749

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원문정보

초록

영어
Research conducted into scaffolding variations has widely investigated first/second language teachers and learners who do not have communication constraints. However, little is understood about how an EFL teacher scaffolds a young autism spectrum disorder (ASD) learner’s shared reading experiences with a storybook app. This study aims to draw an EFL teacher's cognitive, affective, and technical scaffolding and investigate to what extent Vygotsky’s theory accounts for the three types of scaffolding during shared reading activities with a storybook app. This case study design involved an EFL teacher and an ASD learner (aged 12, with an IQ of 110). The ASD learner only learned English from his teacher and a storybook app for more than one year. The EFL teacher’s frequency of utterances was transcribed, coded, and interpreted into three scaffoldings behavior. The results indicate that the three types of cognitive behavior frequently emerged during shared story activities to support learners’ interactive communication. This study offers a robust framework of how the three scaffolding categories are applied concurrently during interactive story sharing with the storybook app. It recommends that future researchers examine teacher's scaffolding behavior using a specific micro-analytical approach.

목차

Abstract
Introduction
Literature Review
Theoretical Framework: Scaffolding Theory
Shared Reading and Storybook Apps
Previous Research on ASD, CATs Scaffolding and Shared Reading
Method(s)
Theoretical Framework: Scaffolding Theory
Shared Reading and Storybook Apps
Previous Research on ASD, CATs Scaffolding and Shared Reading
Method(s)
Study Participants
Study Procedures
Data Analysis
Results
Frequency of EFL Teacher's Scaffolding
Implementation of EFL Teacher’s Scaffolding
Cognitive, Affective and Technical Scaffolding
Discussion
Acknowledgments
The Authors
References

키워드

cognitive affective technical scaffolding shared reading storybook apps

저자

  • Syaadiah Arifin [ Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia ]
  • Yudhi Arifani [ Universitas Muhammadiyah Gresik, Indonesia ]
  • Nirwanto Maruf [ Universitas Muhammadiyah Gresik, Indonesia ]
  • Adimawati Helingo [ Institut Agama Islam Negeri Sultan Amai Gorontalo, Indonesia ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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