%J TEFLIN Journal
%T INDIVIDUALIZED GUIDANCE TO EMPOWER AN L2 LEARNER WITH AUTISM SPECTRUM DISORDER IN ACADEMIC ESSAY WRITING
%X The  present  study  was  conducted  to  see  the  extent  to  which  intensive online individualized guidance sessions could help a second/foreignlanguage (L2) learner of English with autism spectrum disorder  (ASD) at an  undergraduate  level to  write an  academic  essay in  the education field with citations and references. The sessions, 30 minutes each, were conducted 14 times  in  total  during  the  second  semester  of  the  2020/2021  academic  year. Teaching journaldetailing the  participant’s  learning  dynamic in  each  session,  the  participant’s  ongoing  writing progress,andthe recorded videos of the sessions were used to assess this learner participant’s learning progress. The study found that through the individualized guidance sessions, the learner participant could write a 326-word academic essay with citations using three journal articles in the Indonesian language as the references. It also found that as the participant became more familiar with the pattern of the sessions and the expectation of what to do ineach session, he could do his task fasterand more confidently. Based on the findings, several pedagogical implications and possible research contributions are stated along with suggested directions for future studies in thefield of autism in the L2 learning context.
%A Adaninggar Septi Subekti
%A Fransisca Endang Lestariningsih
%P 320-336
%K academic  writing, autism  spectrum  disorder(ASD), individualized  guidance, Second/ForeignLanguage (L2)
%V 34
%D 2023
%R doi:10.15639/teflinjournal.v34i2/320-336
%L katalog9222
%N 2
%I Universitas Negeri Malang