l2 asd learners’ scaffolding development after long interaction with the mobile story-sharing application

Scaffolding research has been widely investigated involving parentchild 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 twosecond language (l2) autism spectrum disorder (asd) children and normal parents with minimum english exposure, cognitive disorders, and different iq levels on the mobile storysharing application. participant observations and indepth interviews on scaffolding using storysharing 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 rsquo; previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners rsquo; vocabulary and story writing development using the same application.

L2 ASD Learners’ Scaffolding Development after Long Interaction with The Mobile Story-Sharing Application

Scaffolding research has been widely investigated involving parentchild 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 twosecond language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile storysharing application. Participant observations and indepth interviews on scaffolding using storysharing 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 #39; 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 rsquo; previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners rsquo; vocabulary and story writing development using the same application.