Sociocultural Theory and Reading Comprehension: Hard vs. Soft Scaffolding effect on Reading Comprehension
الموضوعات : نشریه زبان و ترجمه
Haleh Mojarrabi
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Biook Behnam
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Mahnaz Saeidi
3
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
الکلمات المفتاحية: hard scaffolding, soft scaffolding, reading comprehension, sociocultural theory, EFL,
ملخص المقالة :
This study aimed at surveying two types of scaffolding impact on reading skill performance of learners in Iranian EFL context. For this purpose, 60 Iranian intermediate EFL were selected out of 100 participants. A placement test was carried out and their performance could determine their level as intermediate. The selection was done randomly and they were set into three groups (two experimental and one control). Each group consisted of 20 learners. To check the homogeneity of the participant, a reading comprehension pre-test was administered and no significant difference was observed. The experimental groups received one of the designated treatments, hard or soft scaffolding which lasted for twenty sessions, but the control group got just usual classroom reading teaching. Eventually, their reading skill was evaluated through the use of a post -test of reading comprehension performance. The results of one-way ANOVA disclosed that hard scaffolding group exceeded the others and soft scaffolding group transcended the control group. The implications are being talked about regarding the effectiveness of hard and soft scaffolding to indicate whether they can enhance EFL learners' reading comprehension or not. This study could be useful to classroom teachers who wish to make a variation in their classrooms and to English learners as well. They can be better readers and help each other to work out the challenges of language learning.
Abdul-Majeed, M. R. (2015). "The effect of using scaffolding strategies on EFL students’ reading comprehension achievement." Al-Adab Journal (111): 91-118.
Aljaafreh, A. & Lantolf, J. P. (1994). "Negative feedback as regulation and second language learning in the zone of proximal development." The modern language journal 78(4): 465-483.
Appel, G. & Lantolf, J. P. (1994). "Speaking as mediation: A study of L1 and L2 text recall tasks." The modern language journal 78(4): 437-452.
Attarzadeh, M. (2011). "The effect of scaffolding on reading comprehension of various text modes on Iranian EFL learners with different proficiency levels." Social sciences and Humanities 2(4): 1-28.
Bassiri, M. A. (2012). "The impact of scaffolding as a strategy for teaching reading on the motivation of Iranian L2 learners." British Journal of Social Sciences 1(1): 32-46.
Belland, B. R., et al. (2008). "A scaffolding framework to support the construction of evidence-based arguments among middle school students." Educational Technology Research and Development 56(4): 401-422.
Berk, L. E. (2003). Child development (6th ed), Pearson.
Brown, H. D. (2000). Principles of language learning and teaching, Longman New York.
Butler, T. W. (2007). Vocabulary and comprehension with students in primary grades: A comparison of instructional strategies, ProQuest.
Commander, M. & Guerrero, M. de. (2013). "Reading as a social interactive process: The impact of shadow-reading in L2 classrooms." Reading in a Foreign Language 25(2): 170-191.
Cramer, E. & Castle, M. (1994). Developing the love of reading, Newark, DE: International Reading Association.
Daniels, H. (2002). Vygotsky and pedagogy, Routledge.
Fitzgerald, J. (1995). "English-as-a-second-language reading instruction in the United States: A research review." Journal of Reading Behavior 27(2): 115-152.
Gashaw, B., et al. (2018). "Teachers’ Scaffolding Practices in Teaching Reading Comprehension at Eight Preparatory Schools in East Gojjam Zone: Grade 11 in Focus." Research on Humanities and Social Sciences, 8(19).
Gee, R. W. (1999). "Encouraging ESL Students To Read." TESOL Journal 8(1): 3-7.
Huggins, G. E. & Edwards, R. (2011). "Scaffolding to improve reading comprehension and to write a scholarly research paper." International Journal of Humanities and Social Science 1(16): 30-36.
Jalilvand, M. (2014). "The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups." Journal of Teaching Language Skills 32(4): 1-17.
Johnson, K. E. (2006). "The sociocultural turn and its challenges for second language teacher education." TESOL quarterly 40(1): 235-257.
Khonamri, F. & Karimabadi, M. (2015). "Collaborative strategic reading and critical reading ability of intermediate Iranian learners." Theory and Practice in Language Studies 5(7): 1375.
Khosravi, S. K. (2017). "The effect of symmetrical scaffolding on the reading comprehension of Iranian EFL learners." International Journal of Psychological and Brain Sciences 2(4): 95.
Kim, J. S. & White, T. G. (2008). "Scaffolding voluntary summer reading for children in grades 3 to 5: An experimental study." Scientific Studies of Reading 12(1): 1-23.
Kusumawati, A. J. (2018). Scaffolding learning in reading and writing skill in English for mechanical engineering. Proceedings of the 2018 The 3rd International Conference on Information and Education Innovations.
Lantolf, J. P. (2006). "Sociocultural theory and L2: State of the art." Studies in second language acquisition 28(1): 67-109.
Lantolf, J. P. & Thorne, S. L. (2006). Sociocultural theory and genesis of second language development, Oxford: Oxford University Press, 2006.
Larkin, M. J. (2002). Using scaffolded instruction to optimize learning, ERIC Clearinghouse on Disabilities and Gifted Education Arlington, VA.
Mesfin, D. (2008). "The Practice of Teaching Reading in English at First Cycle Primary Schools: Grade Four in Focus." Unpublished MA Thesis. Addis Ababa University.
Mitchell, R., et al. (2019). Second language learning theories, Routledge.
Mojarrabi Tabrizi, H., et al. (2019). "The effect of soft vs. hard scaffolding on reading comprehension skill of EFL learners in different experimental conditions." Cogent Education 6(1): 1631562.
Nuttall, C. (1996). Teaching reading skills in a foreign language, ERIC.
Oliver, K. & Hannafin, M. J. (2000). "Student management of web-based hypermedia resources during open-ended problem solving." The Journal of Educational Research 94(2): 75-92.
Puntambekar, S. & Hubscher, R. (2005). "Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?" Educational psychologist 40(1): 1-12.
Riazi, M. & Rezaii, M. (2011). Teacher-and peer-scaffolding behaviors: Effects on EFL students’ writing improvement. Clesol 2010: Proceedings of the 12th national conference for community languages and ESOL.
Risko, V. J. & Bromley, K. (2020). New visions of collaboration. Collaboration for diverse learners, Routledge: 9-19.
Safadi, E. & Rababah, G. (2012). "The effect of scaffolding instruction on reading comprehension skills." International Journal of Language Studies 6(2): 1-38.
Samana, W. (2013). "Teacher’s and Students’ Scaffolding in an EFL Classroom." Academic Journal of Interdisciplinary Studies 2(8): 338-338.
Saye, J. W. & Brush, T. (2002). "Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments." Educational Technology Research and Development 50(3): 77-96.
Schmidt, H. G., et al. (2007). "Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and." Educational psychologist 42(2): 91-97.
Schnotz, W. & Heiß, A. (2009). "Semantic scaffolds in hypermedia learning environments." Computers in Human Behavior 25(2): 371-380.
Sharma, P. & Hannafin, M. J. (2007). "Scaffolding in technology-enhanced learning environments." Interactive learning environments 15(1): 27-46.
Simons, K. D., et al. (2004). "Instructional strategies utilized during the implementation of a hypermedia, problem-based learning environment: A case study." Journal of Interactive Learning Research 15(3): 213-233.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension, Rand Corporation.
Stone, C. A. (1998). "The metaphor of scaffolding: Its utility for the field of learning disabilities." Journal of learning disabilities 31(4): 344-364.
Sweet, A. P. & Snow, C. (2002). "Reconceptualizing reading comprehension." Improving comprehension instruction: 17-53.
Tiruneh, D. T. (2014). "The effect of explicit reading strategy instruction on reading comprehension of upper primary grade students." International Journal of Education 6(3): 81.
Van Lier, L. (2014). Interaction in the language curriculum: Awareness, autonomy and authenticity, Routledge.
Vygotsky, L. S. (1987). The collected works of LS Vygotsky (RW Rieber & AS Carton, Eds.), New York: Plenum Press.
Vygotsky, L. S. & Cole, M. (1978). Mind in society: Development of higher psychological processes, Harvard university press.
Wells, C. G. (1999). Dialogic inquiry, Cambridge University Press Cambridge.
Williams, M. & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach, Cambridge university press Cambridge.
Wood, D., et al. (1976). "The role of tutoring in problem-solving." Child Psychology & Psychiatry & Allied Disciplines, 17, 89-100.
