Comparing the Effect of Online Teacher-Scaffolding vs. Peer-Scaffolding on Iranian EFL Learners’ Grammatical Achievement

Ebrahimi, Zahra; Sadighi, Firooz

Manuscript ID : 690306 Visit : 144 Page: 97 - 120

20.1001.1.22518541.2022.11.1.5.6

Article Type: Original Research

Comparing the Effect of Online Teacher-Scaffolding vs. Peer-Scaffolding on Iranian EFL Learners’ Grammatical Achievement

Subject Areas : Journal of Studies in Learning and Teaching English

Zahra Ebrahimi ¹ , Firooz Sadighi ²

1 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran

Received: 2021-10-03 Accepted : 2022-01-03 Published : 2022-03-01

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Abstract :

References:

Iranian EFL Teachers’ Perceptions of Professional Development, Creativity and Reflectivity
Print Date : 2023-06-01
The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
Print Date : 2024-04-08
The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
Print Date : 2022-03-01
The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
Print Date : 2022-03-01
Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
Print Date : 2023-10-01
The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
Print Date : 2022-03-01

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Comparing the Effect of Online Teacher-Scaffolding vs. Peer-Scaffolding on Iranian EFL Learners’ Grammatical Achievement