Applying Scaffolding Types in Reading Classes: Different Experimental Situations
الموضوعات : نشریه زبان و ترجمه
Noushin Asadipiran
1
(Department of Languages and Literature, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
Shahram Afraz
2
(Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
Seyyed Ayatollah Razmjoo
3
(Department of language and Linguistic, Shiraz University, Shiraz, Iran)
الکلمات المفتاحية: Reading Ability, reading strategy, Scaffolding types,
ملخص المقالة :
The present mixed-method research has been prepared to probate scaffolding types on EFL learners’ reading ability and reading strategy. To achieve this end, a multiphase design was implemented and the researchers recruited a total number of 80 intermediate students from Azad University of Bandar Abbas in Iran. The sample was divided into four groups as soft scaffolding group, hard scaffolding group, reciprocal scaffolding group, and virtual scaffolding group. The participants of these groups sat for a pretest of reading comprehension, a posttest of reading comprehension, along a test of reading strategies. In addition, the students’ self-reports and portfolios and the researchers’ observations and notes through filling out the checklists were used. Considering the students’ reading ability development, the results indicated that complex scaffolding enjoyed the highest mean on the posttest of reading. Regarding reading strategies, the findings highlighted that different scaffolding treatments had effects on the development of global, problem solving, and supporting reading strategies among the learners. The hard-scaffolding group had the highest use of reading strategies followed by the virtual scaffolding group. The reciprocal and soft scaffolding groups similarly had less use of reading strategies.
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