DIGITAL STRATEGIES FOR EFL LEARNING IN AUTISTIC CHILDREN: AN ACTION RESEARCH STUDY

Abstract

This study investigates digital methods for enhancing the learning of English as a Foreign Language (EFL) in eight autistic children, comprising four with mild autism and four with high-functioning autism. Students with autism spectrum disorder (ASD) often struggle with understanding and utilizing language in social contexts. Autism is characterized by a substantial number of adolescents who display delays in speech and challenges in both verbal and non-verbal communication. Autism is a disorder that impacts children and teenagers. Receiving English as a Second Language (ESL) instruction would be highly advantageous for kids with Autism Spectrum Disorder (ASD), since it is an essential element in acquiring English and navigating social interactions. This study employs classroom action research to investigate the impact of digital tools (Speech Therapy 3-Learn Words by Imagination and Autism BASICS Learning App by Wellness Hub) and resources (Interactive Rhymes) on the language development of children with autism, aiming to foster a supportive and effective learning environment. Diagnostic and progressive assessments of language proficiency offer a comprehensive analysis of each student's development. Students with mild autism exhibited a more rapid enhancement of their speaking abilities compared to those with moderate autism. This study utilizes observation checklists to evaluate student engagement, conduct, and learning during the implementation of digital strategies. Therapist feedback enhances assessments to illuminate students' cognitive, emotional, and social learning experiences. The study offers a comprehensive analysis of therapist input, categorized by significant themes, and proposes practical recommendations for enhancing the application of digital methods in teaching ESL to autistic children.