Comprehending the Learning Process of Peer-Feedback Activities of EFL Learners with Autism in Different Settings in Indonesia

Abstract

This classroom observation study attempts to comprehend, reveal and find the learning possibilities from the social learning perspective, in the process of peer-feedback activities of EFL Learners with autism learning with different peers in different settings. This study aimed at discovering the viability of the practice of EFL learners with autism peering with other autistic students, normal students, and special needs students. The research took place in inclusive (IC) classroom, mainstreaming and Special Educational Needs (SEN) classroom.8 autistic students, 7 males and 1 female, were observed during their discussion with their peers in the teaching and learning process in English Foreign Language class. Throughout the classroom observation and discourse analysis during the students’ discussion there are four pattern of interaction took place: unique collaborative, expert-novice, and passive-passive. Wherein the unique collaborative is divided into active unique collaborative and passive unique collaborative and these are new findings and may add to the theory of peer-feedback interaction in EFL context.