Comparative Effects of Scaffolding Strategies on Iranian Intermediate EFL Learners’ Writing
الموضوعات : نشریه زبان و ترجمهساناز جعفری 1 , Mohammad Reza Talebinejad 2 , Saeed Ketabi 3
1 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
2 - Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
3 - Department of English, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
الکلمات المفتاحية: Writing Ability, motivational scaffolding, Computer-based scaffolding, Metacognitive scaffolding,
ملخص المقالة :
Scaffolding as an instructional strategy significantly contributes to learning development. However, there is a lack of studies assessing the comparative effects of various scaffolding strategies. The present study intended to evaluate the effects of motivational, metacognitive, and computer-based scaffolding on Iranian intermediate EFL learners' writing according to Vygotsky’s sociocultural theory. In this quasi-experimental study, sixty male and female intermediate EFL learners in the age range of 14 to 23 were chosen by convenience sampling from the Jahad language center in Tehran, Iran. They were enrolled according to their performance on Preliminary English Test (PET) in the 2020 spring English courses and were randomly assigned to three equal groups. The IELTS writing test was used as a pretest and posttest. Learners received a scaffolding instruction package on writing. A statistically significant improvement in the participants’ posttest writing scores was observed in all groups, and motivational scaffolding was the most effective strategy in developing the writing skill of EFL learners. The results could have implications by providing insights helpful for language teachers, learners, and syllabus designers.
Ahmad, N., Jumaat, N. F., Samah, N. A., Ashari, Z. M., Abdullah, A. H., & Ali, D. F. (2019). The Effect of metacognitive scaffolding framework towards students’ performance. International Journal of Recent Technology and Engineering, 7(6S5), 1584-1593.
Ak, Ş. (2016). The role of technology‐based scaffolding in problem‐based online asynchronous discussion. British Journal of Educational Technology, 47(4), 680-693.
Alias, N. A. (2012). Design of a motivational scaffold for the Malaysian e-learning environment. Journal of Educational Technology & Society, 15(1), 137-151.
Belland, B. R. (2014). Scaffolding: definition, current debates, and future directions. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 505-518). New York, NY: Springer New York.
Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational psychologist, 48(4), 243-270. doi:10.1080/00461520.2013.838920
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A Meta-Analysis. Review of Educational Research, 87(2), 309-344. doi:10.3102/0034654316670999
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. Expanded Edition. Washington DC: The National Academies Press.
Chastain, K. (1988). Developing second-language skills: theory and practice (3rd ed.). Florida: Harcourt Brace Jovanovich.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198. doi:https://doi.org/10.1111/j.1540-4781.1996.tb01159.x
Cuevas, H. M., Fiore, S. M., & Oser, R. L. (2002). Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments. Instructional Science, 30(6), 433-464. doi:10.1023/A:1020516301541
Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38. doi:10.1007/BF02504515
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: the contribution of scaffolding in articulating ESL education. Prospect, 20, 6-30.
Holzman, L. (2016). Vygotsky at Work and Play (2nd ed.). New York, NY: Routledge.
Jafarigohar, M., & Mortazavi, M. (2016). Promoting metacognition in EFL classrooms through scaffolding motivation. Iranian Journal of Applied Linguistics (IJAL), 19(1), 73-98. doi:http://dx.doi.org/10.18869/acadpub.ijal.19.1.73
Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: an integrative perspective on student learning. Educational psychologist, 45(3), 185-202. doi:10.1080/00461520.2010.493471
Mansouri, S., & Mashhadi Heidar, D. (2019). Peer/Teacher technology-enhanced scaffolding through process approach and Iranian EFL learners’ vocabulary knowledge: a probe into self-regulation. Journal of Teaching Language Skills, 38(3), 189-223. doi:10.22099/jtls.2020.34379.2717
Mortazavi, M., Jafarigohar, M., & Roohi, A. (2017). Can scaffolding mechanisms of structuring and problematizing facilitate the transfer
120 Comparative Effects of Motivational, Metacognitive, and …
of genre-based knowledge to another discourse mode? Journal of Teaching Language Skills, 35(4), 133-156. doi:10.22099/jtls.2017.3999.
Quintana, C., Zhang, M., & Krajcik, J. (2018). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. In Educational psychologist (pp. 235-244): Routledge.
Raphael, B. L. M., Pressley, M., & Mohan, L. (2008). Engaging instruction in middle school classrooms: an observational study of nine teachers. The Elementary School Journal, 109(1), 61-81. doi:10.1086/592367.
Santoso, A. (2010). Scaffolding an EFL (English as a foreign language)‘effective writing’class in a hybrid learning community. Professional Doctorate Thesis, Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/31811/
Silva, T., & Matsuda, P. K. (2002). Writing. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 251-266). London: Arnold; New York: Oxford University Press.
Tam, A. (2017). Understanding how a blend of scaffolding instructions facilitate Chinese language teaching. PEOPLE: International Journal of Social Sciences, 3(2), 2434-2457. doi:10.20319/pijss.2017.32.24342457
Tan, Y. H., & Tan, S. C. (2010). A metacognitive approach to enhancing Chinese language speaking skills with audioblogs. Australasian Journal of Educational Technology, 26(7), 1075-1089. doi:https://doi.org/10.14742/ajet.1035
Tuckman, B. W. (2007). The effect of motivational scaffolding on procrastinators’ distance learning outcomes. Computers & Education, 49(2), 414-422. doi:https://doi.org/10.1016/j.compedu.2005.10.002
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: a decade of research. Educational Psychology Review, 22(3), 271-296. doi:10.1007/s10648-010-9127-6
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Problems of general psychology, including volume thinking and speech (Vol. 1). New York: Springer US.
Walqui, A. (2006). Scaffolding instruction for English language learners: a conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180. doi:10.1080/13670050608668639
Warschauer, M. (2006). Laptops and Literacy: Learning in the wireless classroom. New York: Teachers College Press.
White, R., & Arndt, V. (1991). Process writing: Longman handbook for language teachers. London: Longman Pub Group.
Wijetunge, M., Jayasinghe, V., & Weerarathne, J. (2016). Using Scaffolding to Enhance ESL Speaking Motivation at Undergraduate Level. Paper presented at the Proceedings in Management, Social Sciences and Humanities, 9th International Research Conference-KDU, Sri Lanka.
Williams, M., & Burden, R. (2002). Psychology for language teachers (5th ed.). New York: Cambridge University Press.
Zarei, A. A., & Alipour, H. (2020). Shadowing and Scaffolding Techniques Affecting L2 Reading Comprehension. Applied Research on English Language, 9(1), 53-74. doi:10.22108/are.2019.117030.1462
Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers & Education, 58(1), 181-196. doi:https://doi.org/10.1016/j.compedu.2011.07.016.