The Effect of Computer-Mediated Instruction on Autistic Students’ Conversation Skill

The purpose of this study was to examine the effect of computer-mediated instruction (CMI) on conversation skills of low-functioning autistic students studying at seventh grade in pre-secondary education in comparison to textbook instruction (TI).

This study was a mixed-method study with a single subject design. The study population was selected from specific schools for autistic students with higher levels of teachability during academic year 1400-1401. Among them, six students were selected through purposive sampling. To select the homogeneous students, the Kaufman Assessment Battery for Children (2004), Second Edition (KABC-II) was used. These students were randomly assigned into experimental and control groups. Each student in experimental group distinctly received four sessions of CMI. Students in control group similarly passed through the phases of the study using TI.

Results demonstrated significant increases in the variables: sentence imitation, diagnosis of characters’ roles and diagnosis of setting in experimental in comparison to control group. The follow-up posttest results showed the permanency of this effect. Qualitative analysis of the parents’ responses to interview questions revealed the effectiveness of CMI on increasing motivation in students’ participation in English conversations.

Considering the deficits of autistic students in conversation skills as a social communication and the positive effects of CMI in this study on their English conversation skills and their motivation in engagement in conversations, the implication of the CMI may be recommended for teaching EFL conversation skills to autistic students.