The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism
Nowadays, in the educational field, a current pattern is Special Educational Needs which refers to the kind of education focus to support students that require more accompaniment to facilitate their learning due to the fact that they present a variety of situations; one of those cases is the populat...
- Autores:
-
Castro Tovar, Karem Tatiana
Murillo Acuña , Lizeth Dayana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
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- eng
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- oai:repositorio.utp.edu.co:11059/15126
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- https://hdl.handle.net/11059/15126
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::371 - Escuelas y actividades; educación especial
Autism Spectrum Disorder
Special Educational Needs
Speech Blubs
Mobile application
English Language Teaching
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
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The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
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The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism 370 - Educación::371 - Escuelas y actividades; educación especial Autism Spectrum Disorder Special Educational Needs Speech Blubs Mobile application English Language Teaching |
| title_short |
The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
| title_full |
The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
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The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
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The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
| title_sort |
The Implementation of Speech Blubs App in Fostering English Language Skills of a Child with Autism |
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Castro Tovar, Karem Tatiana Murillo Acuña , Lizeth Dayana |
| dc.contributor.advisor.none.fl_str_mv |
Murcia Quintero, Daniel |
| dc.contributor.author.none.fl_str_mv |
Castro Tovar, Karem Tatiana Murillo Acuña , Lizeth Dayana |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::371 - Escuelas y actividades; educación especial |
| topic |
370 - Educación::371 - Escuelas y actividades; educación especial Autism Spectrum Disorder Special Educational Needs Speech Blubs Mobile application English Language Teaching |
| dc.subject.proposal.eng.fl_str_mv |
Autism Spectrum Disorder Special Educational Needs Speech Blubs Mobile application English Language Teaching |
| description |
Nowadays, in the educational field, a current pattern is Special Educational Needs which refers to the kind of education focus to support students that require more accompaniment to facilitate their learning due to the fact that they present a variety of situations; one of those cases is the population that this study will have, Autism Spectrum Disorder. Therefore, as the ASD population struggles with interaction with other humans beings, the aim of this research was to create a space of learning in which the mobile App Speech Blubs was the intermediary between the teacher and a child with Atypical Autism and to explore the potential benefits of the mobile application in fostering his/ her English language skills. Thus, qualitative research was proposed using as design a case study since this research had only one unit of analysis. The researchers assumed the roles of moderate and active participation. In addition, this research used the following data collection instruments: field diary, observation, artifacts (Multiple-Baseline-Across-Behaviors Design and Before and After Designs), and a Rubric for the evaluation of apps in language learning (REALL). The findings of this study revealed that using the adequate scaffolding connected to the technological input contributed to the English vocabulary learning. Additionally, the prior knowledge and good management of technology of the student allowed a better development of the learning process. Finally, it was discovered that there are some external factors that made normal classes difficult. |
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2024 |
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2024-05-02T14:40:22Z |
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2024 |
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Universidad Tecnológica de Pereira |
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eng |
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The qualitative report, 13(4), 544-559. https://doi.org/10.46743/2160-3715/2008.1573 Bryant, D. P., Bryant, B. R. & Smith, D. D. (2017). Teaching Students with Special Needs in Inclusive Classrooms. Sage Publications, Inc. Bukhari, N., Jamal, J., Ismail, A. H., & Shamsuddin, J. (2021). Assessment Rubric for Research Report Writing: a Tool for Supervision. Malaysian Journal of Learning & Instruction, 18(1). https://doi.org/10.32890/mjli2021.18.2.1 Cambridge Assessment International Education. (2017). Special educational needs. [online] https://www.cambridgeinternational.org/images/271195-special-educational-needs.pdf Chen, X. (2016). Evaluating Language-learning Mobile Apps for Second-language Learners. Journal of Educational Technology Development and Exchange, 9(2), 39-51. https://aquila.usm.edu/cgi/viewcontent.cgi?article=1002&context=jetde ConscienteMente Risaralda. (2022). Autismo. https://conscientementerisaralda.com/programa-autismo/ Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. Delaney, M. (2016). Special Educational Needs (1.a ed.). Oxford University Press, USA. DeWalt, K. M., & DeWalt, B. R. (2011). Participant observation: a guide for fieldworkers. Choice Reviews Online, 49(01), 49-0366. https://doi.org/10.5860/choice.49-0366 Divan G, Bhavnani S, Leadbitter K, Ellis C, Dasgupta J, Abubakar A, Elsabbagh M, Hamdani SU, Servili C, Patel V, Green J. (2021). Annual Research Review: Achieving universal health coverage for young children with autism spectrum disorder in low- and middle-income countries: a review of reviews. J Child Psychol Psychiatry, 62(5) 514-535. https:// 10.1111/jcpp.13404. DSM-IV – Diagnostic Classifications - Autism Society of Southern Arizona. (2020). Autism Society of Southern Arizona. https://www.as-az.org/dsm-iv-diagnostic-classifications/#:~:text=For%20example%2C% 20this%20category%20includes,symptomatology%2C%20or%20all%20of%20these. El Shemy, I., Urrea A., Erena-Guardia, G., Saldaña, D., Vulchanova, M. & Giannakos, M. (2023). Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective. Evanson, 2(1). 87-96. https://doi.org/10.1145/3594781.3594791. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64(1), 175-182. https://doi.org/10.1016/j.compedu.2012.10.008 Gallardo, C. D. P., Caurcel Cara, M. J., & Rodríguez Fuentes, A. (2021). Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas. Education and Information Technologies, 27(3), 4087-4115. https://link.springer.com/article/10.1007/s10639-021-10773-z Ghedeir, M. (2022). Teaching English to Students with Autism Spectrum Disorders: Challenges and Teaching Strategies. English Studies at NBU, 8(2), 203-214. https://doi.org/10.33919/esnbu.22.2.3 Giraldo, Z. L., & Ramos, S. A. (2021). Teaching English online to students with autism spectrum disorder and Down syndrome during the covid-19 pandemic. Íkala, Revista de Lenguaje y Cultura, 26(3), 715-730. https://doi.org/10.17533/udea.ikala.v26n3a13. Ha, N., Loc, N., & Tuyen, T. (2021). Task-Based Approach: An Overview. European Journal of English Language Teaching, 7(1). doi:http://dx.doi.org/10.46827/ejel.v7i1.4090 Hanna, K. T., & Wigmore, I. (2023). Mobile app. WhatIs.com. https://www.techtarget.com/whatis/definition/mobile-app Hashim, H. U., Yunus, M. M., & Norman, H. (2021). English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language. Arab World English Journal, 12(2), 22-30. https://doi.org/10.24093/awej/vol12no2.2 Hashim, H.U.; Yunus, M.M.; Norman, H. (2022). ‘AReal-Vocab’: An Augmented Reality EnglishVocabulary Mobile Application to Cater to Mild Autism Children in Response towards Sustainable Education for Children with Disabilities. Sustainability, 14(8). https://doi.org/10.3390/su14084831. Hayes, J. (2021). Including children with disabilities in Colombian Escuela Nueva schools [Apollo - University of Cambridge Repository]. https://doi.org/10.17863/CAM.82462. Hernández Sampieri, R., Fernández, C. y Baptista, P. (2010). Metodología de La Investigación. McGraw-Hill Companies Hodges, H., Fealko, C., and Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics, 9(1), 55-65. RL: http://dx.doi.org/10.21037/tp.2019.09.09. Autism Speaks. (2018). How Technology Can Help. https://www.autismspeaks.org/tool-kit-excerpt/how-technology-can-help Individuals with Disabilities Education Act. (2017). Sec. 300.8 (c) (1). https://sites.ed.gov/idea/regs/b/a/300.8/c/1 Islam, R., Islam, R., & Mazumder. (2010). Mobile application and its global impact. International Journal of Engineering & Technology, 10(06), 104-111. https://www.researchgate.net/publication/308022297_Mobile_application_and_its_global _impact Jorgensen, D. L. (1989). Participant Observation: A Methodology for Human Studies. SAGE. Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250. Lalic, I., and Zacabukovec. (n.d.). A Quality and Efficacy Assessment. Using The Mobile Application. Rating Scale: Speech Blubs: Speech Therapy App. https://cdn.speechblubs.com/2023/07/A-Quality-and-Efficacy-Assessment-of-the-Speech- Blubs_-Speech-Therapy-app-with-the-Mobile-Application-Rating-Scale_compressed-1.p df. Law 1341 of 2009. Por la cual se definen principios y conceptos sobre la sociedad de la información y la organización de las Tecnologías de la Información y las Comunicaciones TIC, se crea la Agencia Nacional de Espectro y se dictan otras disposiciones. https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=36913#:~:text=El %20Estado%20velar%C3%A1%20por%20la,a%20la%20prestaci%C3%B3n%20del%20 servicio. Lee, K. (2017). Mobile applications. In Encyclopedia of E-Commerce Development, Implementation, and Management (pp. 1916-1927). IGI Global. doi:10.4018/978-1-5225-2594-3.ch160 Liga Colombiana de Autismo - LICA. (2023). ¿Que en el TEA? https://ligautismo.org/que-es-el-tea/ Manda, S., Talib A. & Aeni N. (2022). Improving Students’ Vocabulary by Using Show and Tell (S&T) Method at the First Grade Students of SMA Negeri 6 Toraja Utara. Journal of Excellence in English Language Education, 1(4), 310-316. https://ojs.unm.ac.id/JoEELE/article/download/37945/17648 Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge Mertens, D. M. (1998). Research Methods in Education and Psychology: Integrating Diversity with Quantitative and Qualitative Approaches. SAGE Publications, Incorporated. Musaray, J. & Muskaj, B. (2022). Technology as a learning tool. Access of autistic children to e-learning. International Journal of Special Education (IJSE), 37(1). 129-139. https://doi.org/10.52291/ijse.2022.37.46. Myklebust, J. O., & Solvang, B. (2005). Young mothers with special educational needs. YOUNG, 13(1), 73–87. https://doi.org/10.1177/1103308805048753 National Autistic Society Scotland. (2022). Not included, not engaged, not involved: A report on the experiences of autistic children missing school. [Online]. https://ourvoiceourrights.org/ National Autistic Society. (n. d.). Scotland. https://www.autism.org.uk/what-we-do/campaign/scotland National Council for Special Education. (2019). Information booklet for parents of children and young people with special educational needs. [Booklet]. https://ncse.ie/wp-content/uploads/2019/07/Web-Ready-03178-NCSE-Children-SEN-Info Book-Parents2-Proof17-VISUAL-ONLY.pdf Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-K. The Reading Teacher, 62(5), 384–392. https://doi.org/10.1598/RT.62.5.2 Parsons, D., Vaz, S., Lee, H., Robinson, C., & Cordier, R. (2020). A twelve-month follow-up of an information communication technology delivered intervention for children with autism spectrum disorder living in regional Australia. Research in Developmental Disabilities, 106(1). https://doi.org/10.1016/j.ridd.2020.103743 Pratiwi, D. I., Fitriati, S. W., Yuliasri, I., & Waluyo, B. (2024). Flipped classroom with gamified technology and paper-based method for teaching vocabulary. Asian-Pacific Journal Of Second And Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-023-00222-4 Punch, S. (2012). Hidden struggles of fieldwork: Exploring the role and use of field diaries. Emotion, Space and Society, 5(2), 86-93. https://doi.org/10.1016/j.emospa.2010.09.005 Rouse, M. (2005). What is ICT (information and communications technology, or technologies)? - Definition from WhatIs.com. [online] SearchCIO. Available at: https://searchcio.techtarget.com/definition/ICT-information-and-communications-technol ogy-or-technologies [Accessed 9 Mar. 2023]. Schutt, R. K. (2011). Investigating the Social World: The Process and Practice of Research. Pine Forge Press. Serostanova, N. (2020). Integrating information and communication technologies in the process of foreign language teaching and learning. Journal of Education Culture and Society. 5,(1) 187-197. https://doi.org/10.15503/jecs20141.187.197. Speech Blubs, Boost Your Child’s Speech! (2023). Speech Learning App for Kids /. Speech Blubs. https://speechblubs.com/ Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research Projects. International Journal of Academic Research in Management (IJARM), 10(1), 10-38. ffhal-03741847f Toller, F. M. (2015). Las citas de leyes y otras normas: legislación comparada y nuevo digesto jurídico argentino [en línea], Prudentia Iuris, 80. http://bibliotecadigital.uca.edu.ar/repositorio/revistas/citas-leyes-otras-normas-toller.pdf UIS-UNESCO (UNESCO Institute for Statistics). (n.d). ‘Special needs education’. In: Glossary. Paragraph. 1. http://uis.unesco.org/en/glossary-term/special-needs-education UNESCO. (2021). Inclusive education: children with disabilities. https://unesdoc.unesco.org/query?q=Organizacion:%20%22Global%20Education%20Mo nitoring%20Report%20Team%22&sf=sf:* United Nations Convention on the Rights of Persons with Disabilities, December 13, 2006. https://nda.ie/disability-policy/uncrpd#:~:text=About%20the%20UNCRPD,-The%20Unit ed%20Nations&text=It%20was%20adopted%20on%2013,situation%20of%20persons%2 0with%20disabilities. Ur, P.. (1996). A Course in Language Teaching, Practice and Theory.Cambridge: Cambridge University Press. Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. https://doi.org/10.3102/0091732X09349791 WHO. (2023). Autism. Key facts. Yang, X., & Zhao, J. (2016). Mobile Applications. In The Wiley Handbook of Science and Technology for Homeland Security (pp. 1-18). Wiley. Ed. Voeller. https://www.wiley.com/en-us/Wiley+Handbook+of+Science+and+Technology+for+Hom eland+Security%2C+4+Volume+Set-p-9780471761303 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessMurcia Quintero, DanielCastro Tovar, Karem TatianaMurillo Acuña , Lizeth Dayana2024-05-02T14:40:22Z2024-05-02T14:40:22Z2024https://hdl.handle.net/11059/15126Universidad Tecnológica de PereiraRepositorio Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeNowadays, in the educational field, a current pattern is Special Educational Needs which refers to the kind of education focus to support students that require more accompaniment to facilitate their learning due to the fact that they present a variety of situations; one of those cases is the population that this study will have, Autism Spectrum Disorder. Therefore, as the ASD population struggles with interaction with other humans beings, the aim of this research was to create a space of learning in which the mobile App Speech Blubs was the intermediary between the teacher and a child with Atypical Autism and to explore the potential benefits of the mobile application in fostering his/ her English language skills. Thus, qualitative research was proposed using as design a case study since this research had only one unit of analysis. The researchers assumed the roles of moderate and active participation. In addition, this research used the following data collection instruments: field diary, observation, artifacts (Multiple-Baseline-Across-Behaviors Design and Before and After Designs), and a Rubric for the evaluation of apps in language learning (REALL). The findings of this study revealed that using the adequate scaffolding connected to the technological input contributed to the English vocabulary learning. Additionally, the prior knowledge and good management of technology of the student allowed a better development of the learning process. Finally, it was discovered that there are some external factors that made normal classes difficult.En el campo educativo actual, un patrón reconocido es el de las Necesidades Educativas Especiales, que se refiere al tipo de educación centrada en apoyar a los estudiantes que requieren un mayor acompañamiento para facilitar su aprendizaje debido al hecho de que presentan una variedad de situaciones; uno de esos casos es la población que abordará este estudio, el Trastorno del Espectro Autista (TEA). Por lo tanto, dado que la población con TEA enfrenta dificultades en la interacción con otros seres humanos, el objetivo de esta investigación es crear un espacio de aprendizaje en el cual la aplicación móvil Speech Blubs sea el intermediario entre el docente y un niño con Autismo Atípico, y explorar los posibles beneficios de la aplicación móvil para fomentar sus habilidades en el idioma inglés. Por lo tanto, se propone una investigación cualitativa utilizando como diseño un estudio de caso, ya que esta investigación tendrá solo una unidad de análisis. Los investigadores asumirán los roles de participación moderada y activa. Además, esta investigación utilizará los siguientes instrumentos de recolección de datos: diario de campo, observación, artefactos (Diseño de Múltiples Líneas de Base en Varios Comportamientos y Diseños Antes y Después), y una rúbrica para la evaluación de aplicaciones en el aprendizaje de idiomas (REALL). Los resultados de este estudio revelaron que el uso adecuado del andamiaje en conexión con el aporte tecnológico contribuyó al aprendizaje de vocabulario en Inglés. Además, el conocimiento previo y buen manejo de herramientas tecnológicas por parte del estudiante permitieron un mejor desarrollo del proceso de aprendizaje. Finalmente, se descubrió que algunos factores externos dificultaron el normal desarrollo de las clases.Table of Contents Abstract 3 Acknowledgements 5 Statement of the Problem 10 Objectives 14 General Objective 14 Specific Objectives 14 Theoretical Framework 15 Literature Review 15 Conceptual Framework 26 Special Educational Needs 26 Information and Communications Technology (ICT) 29 Methodology 34 Type and design of study 34 Context 35 Participants 35 Data Collection Instruments 36 Researchers' role 40 Moderate participation 40 Active participation 40 Methodological Approach 41 FOSTERING ENGLISH SKILLS: SPEECH BLUBS IN AN AUTISTIC CHILD 7 Lesson Plan Sample 42 Data Analysis 43 Findings 4 The prior knowledge of the English language prompted the student’s response to the instructional scenarios 45 The use of Speech Blubs and the scaffolding of the teacher allowed the interaction and eased verbal and non-verbal communication 47 The student's good management of technological devices contributed to the interaction and adequate response to Speech Blubs 50 The external factors influenced the learning environment affecting the student’s focus span 52 Conclusions 54 Research Implications 57 Pedagogical Implications 59 Assessing Speech Blubs through the Rubric 61 Content quality 62 Pedagogical coherence 62 Motivation 63 Usability 64 Customization 64 Sharing 65 References 67 Appendices 76PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés76 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira370 - Educación::371 - Escuelas y actividades; educación especialAutism Spectrum DisorderSpecial Educational NeedsSpeech BlubsMobile applicationEnglish Language TeachingThe Implementation of Speech Blubs App in Fostering English Language Skills of a Child with AutismTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAlqahtani M. 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Voeller. https://www.wiley.com/en-us/Wiley+Handbook+of+Science+and+Technology+for+Hom eland+Security%2C+4+Volume+Set-p-9780471761303ORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf7065315https://dspace7-utp.metabuscador.org/bitstreams/9c6eff76-235c-44ad-a675-01bb749801dd/downloadc2907ab2dd0c5755f1b5da5da9cf2638MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/b4cca281-fba9-4621-8db6-8e85d367f305/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain125031https://dspace7-utp.metabuscador.org/bitstreams/1a4852b5-2103-4370-82cd-652af8d73ae2/download1d5fdd3286c754a136b0bef0fe2931ebMD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5663https://dspace7-utp.metabuscador.org/bitstreams/d947bad7-bce6-4f35-a2fd-0fc0d9f4ee4b/downloadb705b9a5ca9b3abc77a8070ac31c2c19MD5411059/15126oai:dspace7-utp.metabuscador.org:11059/151262024-05-03 03:00:16.622https://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de Pereirabdigital@metabiblioteca.com |