Adaptive Teaching Strategies to Enhance Speaking Fluency: A Photovoice Study on English Teachers’ Support for Students with Autism Spectrum Disorder
DOI:
https://doi.org/10.26877/allure.v6i2.808Keywords:
adaptive teaching, autism spectrum disorder, inclusive EFL, photovoice, speaking fluencyAbstract
Students with Autism Spectrum Disorder (ASD) frequently encounter difficulties in English-speaking activities due to communication anxiety, limited social interaction, and challenges in responding to unpredictable classroom situations. These challenges require adaptive teaching practices that accommodate learners' diverse communication needs within inclusive English as a Foreign Language (EFL) classrooms. This study aimed to explore the adaptive teaching strategies implemented by an English teacher to enhance the speaking fluency of a student with ASD through a Photovoice approach. A qualitative single-case study design was employed involving one English teacher at an inclusive senior high school in Medan, Indonesia. Data were collected through Photovoice documentation, semi-structured interviews, reflective journals, and non-participant classroom observations. The data were analyzed using thematic analysis, while photographs were systematically examined through visual description, symbolic interpretation, and contextual integration with participants' reflections and interview data. The findings revealed four interconnected adaptive teaching strategies: structured and predictable speaking routines, visual scaffolding, reduced communicative pressure through individualized interaction and extended wait time, and positive reinforcement. These strategies collectively reduced communication anxiety, increased speaking confidence, and promoted more active participation in classroom speaking activities. The study concludes that speaking fluency among students with ASD is fostered through adaptive instructional practices that integrate emotional support, structured learning environments, and responsive teacher–student interaction. The novelty of this study lies in positioning Photovoice not only as a reflective tool but also as a visual qualitative methodology that provides deeper insights into adaptive teaching practices within inclusive EFL classrooms.
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