جستجوی مقالات مرتبط با کلیدواژه "scaffolding strategies" در نشریات گروه "ادبیات و زبان ها"

This experimental study investigated the impact of reciprocal-scaffolding teaching procedures on two aspects of learners' quality: their self-efficacy and speaking and listening skills. The study also analyzed the EFL learners’ attitudes on the use of reciprocal-scaffolding strategies via LMS. Moreover, it highlighted the possible difference between the effect of reciprocal-scaffolding strategies on EFL learners' oral skills and their self-efficacy. To this end, 48 pre-intermediate Iranian EFL learners were selected as the participants. A concurrent embedded mixed-methods design was employed to collect qualitative and quantitative data through the pre and posttest PET-test and an interview at the end of term. The results of independent samples t-tests and paired t-tests indicated that students who received treatment in form of integration of scaffolding and reciprocal strategies received both statically and practically significantly higher marks on speaking and listening skills, and self–efficacy than did the students in the control group. There was also a significant relationship between self-efficacy and success in speaking and listening performance. It can be inferred that reciprocal-scaffolding strategies have a significant positive impact on the improvement of oral skills. Finally, the results of the interview revealed the positive and negative attitudes of students towards the use of the strategies in LMS context.

Teaching grammar has always created some challenges for EFL teachers. Therefore, this study explored the effect of four scaffolding strategies as contextualizing, modeling, metacognitive scaffolding, and bridging on Iranian EFL students’ grammatical knowledge. Moreover, this study examined Iranian EFL learners’ attitudes towards scaffolding strategies. To fulfil the purpose of this study, 40 language learners were chosen based on convenience sampling as the participants of this study. They were both males and females between 20 to 30 years old divided into two groups as the control and experimental groups. After assuring the homogeneity of the students in terms of their English proficiency in general and grammatical knowledge in particular, a parallel achievement test was administered to both groups as the pre-test. Following that, as the treatment, scaffolding strategies were applied for the experimental group to teach grammar and a traditional way of teaching grammar for the control group. After running the classes, a parallel achievement test was administered to both control and experimental groups as the posttest. The data analysis revealed that the experimental group that received scaffolding strategies significantly outperformed in the grammar part compared to the control group which received a conventional way of teaching grammar. It is believed that utilizing scaffolding strategies can motivate learners and facilitate the tough task of grammar learning and thereby make teachers aware of their ability to obtain success in their teaching process.

Although decades of research have documented scaffolding in second language learning, providing scaffolding in content-based instruction (CBI) has remained under-explored. This qualitative study investigated teachers’ discursive scaffolding strategies and functions and L2 students’ reciprocity to teachers’ scaffolding in science CBI. Four teachers and 30 bilingual students were selected through convenience sampling from an international school. The audiotaped recordings of 24 hours of classroom instruction were transcribed and analyzed based on discursive scaffolding strategies (Walqui, 2006) and scaffolding functions (Wood, Bruner, & Ross, 1976). The deductive content analysis of data demonstrated that the most frequent scaffolding strategies were bridging and schema building while contextualizing and developing metacognition were barely observed. Furthermore, the findings revealed that scaffolding functions were mostly aimed at providing the idealized version, recruiting pursuit of a goal, and controlling frustration, whereas marking critical discrepancy was rarely employed. It can be concluded that scaffolding strategies and functions mostly pertain to enhancing students’ comprehension rather than developing metacognition. These findings have implications for the applicability of types of scaffolding strategies and functions in CBI classrooms.