EVALUATION OF USING TECHNOLOGY IN ENGLISH LANGUAGE LEARNING FOR CHILDREN WITH AUTISM: A Systematic Literature Review
DOI:
https://doi.org/10.21009/ishel.v1i1.56961Abstract
This study evaluates the use of technology in English language learning for children with Autism Spectrum Disorder (ASD) through a systematic literature review of articles indexed in Sinta. The main objective is to identify the types of technology used, analyze their effectiveness in helping children with ASD master English, and explore emerging research trends. The findings show that technologies such as mobile applications, Augmented Reality (AR), video modeling, and AI chatbots significantly enhance English skills in children with ASD, particularly in vocabulary, speaking, and social skills. These technologies make learning more interactive, engaging, and flexible, catering to the individual needs of children. The study also identifies gaps in research, particularly the need for more long-term studies on the effectiveness of these technologies and their impact on language development in children with ASD. Recommendations for practitioners and researchers include further exploration of innovative and inclusive technologies to support more effective English language learning for children with ASD. This research contributes to field of Indonesian Language and Literature Education by promoting technology-based approaches in inclusive language learning, which can enrich teaching strategies for both Indonesian and English, while enhancing accessibility and effectiveness for students with special needs, such as children with ASD.
Keywords: Technology; English Language Learning; Children with Autism Spectrum Disorder (ASD); Mobile Applications; Augmented Reality (AR).
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