Using a computer-assisted instruction on vocabulary learning among children with Autism Spectrum Disorder (ASD) /
The present study aimed at examining the effectiveness of a computer-assisted instruction (CAI) on vocabulary learning for non-native English speaking children with Autism Spectrum Disorder (ASD). A lack of educational strategies may hinder the children from benefitting the most from their education...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 語言: | English |
| 出版: |
Kuala Lumpur :
Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2018
|
| 主題: | |
| 在線閱讀: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
| 標簽: |
添加標簽
沒有標簽, 成為第一個標記此記錄!
|
| 總結: | The present study aimed at examining the effectiveness of a computer-assisted instruction (CAI) on vocabulary learning for non-native English speaking children with Autism Spectrum Disorder (ASD). A lack of educational strategies may hinder the children from benefitting the most from their education. CAI in previous studies has been proven to be effective in language development, but research on the applicability of CAI in the Malaysian context whom are majority non-native English speakers is limited. 29 children with ASD aged four to seven were recruited from two branches of an autism centre, through purposive sampling. The present study employed an experimental mixed-design in which the children were assigned to two groups which are CAI and a control group (non-CAI) based on the centre they attended. The CAI group used a computer with a software program called First Word II while the control group received conventional teaching instruction. Results of a 2 x 2 mixed ANOVA indicate that there were significant main effects of time (i.e., pre and post intervention) on both participants' receptive and expressive vocabulary learning. However, there was no significant main effects when comparing two types of intervention (i.e., CAI and non-CAI) on vocabulary learning. No significant interaction effects were also observed among the variables. A follow-up analysis shows that the participants' vocabulary learning scores both receptive and expressive were significantly higher after receiving CAI intervention. Potential explanations of these findings were discussed in this study. Implications, strengths, limitations, and recommendations for future research were also discussed. |
|---|---|
| 實物描述: | xii, 87 leaves : illustrations ; 30cm. |
| 參考書目: | Includes bibliographical references (leaves 70-78). |