INDIVIDUALIZED GUIDANCE TO EMPOWER AN L2 LEARNER WITH AUTISM SPECTRUM DISORDER IN ACADEMIC ESSAY WRITING

Adaninggar Septi Subekti; Fransisca Endang Lestariningsih

doi:10.15639/teflinjournal.v34i2/320-336

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Adaninggar Septi Subekti
adaninggarseptisubekti@gmail.com
Universitas Kristen Duta Wacana, Indonesia
Fransisca Endang Lestariningsih Universitas Kristen Duta Wacana, Indonesia

Vol. 34 No. 2 (2023)

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The present study was conducted to see the extent to which intensive online individualized guidance sessions could help a second/foreign language (L2) learner of English with autism spectrum disorder (ASD) at an undergraduate level to write an academic essay in the education field with citations and references. The sessions, 30 minutes each, were conducted 14 times in total during the second semester of the 2020/2021 academic year. Teaching journal detailing the participant’s learning dynamic in each session, the participant’s ongoing writing progress, and the recorded videos of the sessions were used to assess this learner participant’s learning progress. The study found that through the individualized guidance sessions, the learner participant could write a 326-word academic essay with citations using three journal articles in the Indonesian language as the references. It also found that as the participant became more familiar with the pattern of the sessions and the expectation of what to do in each session, he could do his task faster and more confidently. Based on the findings, several pedagogical implications and possible research contributions are stated along with suggested directions for future studies in the field of autism in the L2 learning context.

Subekti, A. S., & Lestariningsih, F. E. (2023). INDIVIDUALIZED GUIDANCE TO EMPOWER AN L2 LEARNER WITH AUTISM SPECTRUM DISORDER IN ACADEMIC ESSAY WRITING. TEFLIN Journal, 34(2), 320–336. https://doi.org/10.15639/teflinjournal.v34i2/320-336

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Adaninggar Septi Subekti, Universitas Kristen Duta Wacana

Adaninggar, who obtained her M.Sc. in TESOL from University of Edinburgh, Scotland, UK, currently works as a lecturer at the English Language Education Department, Faculty of Education and Humanities of Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia. The Editor-in-Chief of SAGA Journal UKDW, she is also a reviewer of SiELE journal, Syiah Kuala University, Englisia journal, UIN Ar-Raniry, IJELTAL journal, UINISI Samarinda, LLT Journal, Sanata Dharma University, and Pedagogy journal, IAIN Metro. Her research interest includes L2 learner’s individual differences, Global Englishes, and L2 writing. Throughout her teaching career, she has taught students from various levels of education, including teaching ESP to Medical students and Biology students as well as teaching non-English teachers at High Schools. She was also a teacher of the Indonesian language at Arizona State University from 2013 to 2014.

Google Scholar: https://scholar.google.co.id/citations?user=f03gmioAAAAJ&hl=en&oi=ao

ORCiD ID: http://orcid.org/0000-0002-6641-0307

SCOPUS ID: 57202583019 https://www.scopus.com/authid/detail.uri?authorId=57202583019

Fransisca Endang Lestariningsih, Universitas Kristen Duta Wacana

Fransisca Endang Lestariningsih was born in Yogyakarta. She received her bachelor of education and master of art from the English Education Study Program and English Studies of Sanata Dharma University in Yogyakarta, Indonesia, in 2000 and 2008 respectively. Her doctoral degree in language education was earned in 2019 from the Language Education Sciences program of the State University of Yogyakarta. She also completed an online course on Learning Styles and Strategies from the University of Oregon in 2010. Her research interests are in English for Specific Purposes, teacher training, and andragogy.

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INDIVIDUALIZED GUIDANCE TO EMPOWER AN L2 LEARNER WITH AUTISM SPECTRUM DISORDER IN ACADEMIC ESSAY WRITING

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Adaninggar Septi Subekti, Universitas Kristen Duta Wacana

Fransisca Endang Lestariningsih, Universitas Kristen Duta Wacana

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