فهرس المقالات motivational scaffolding

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - The impact of Motivational Scaffolding on Self-efficacy and Learning Achievement of Field Dependent/ Independent EFL Learners
  معصومه سهرابی حسین سیاه پوش عسگر محمودی
  10.30495/jal.2022.690384
  The study investigated the impacts of motivational scaffolding as one of the most effective instructional procedures on self-efficacy and learning achievement of field-dependent and field-independent English language learners. This study attempted to use both qualitativ أکثر

  The study investigated the impacts of motivational scaffolding as one of the most effective instructional procedures on self-efficacy and learning achievement of field-dependent and field-independent English language learners. This study attempted to use both qualitative and quantitative data to get more reliable results. As qualitative part, 15 teachers in a semi-structured interview, and as quantitative part, two groups of learners participated as experimental and control groups. Motivated Strategies for Learning Questionnaire was used to determine students' self-efficacy. The Group Embedded Figures Test was administered to categorize them into groups of field-dependent and field-independent. To determine proficiency level, a pre-test and a post-test were used. As treatment, eight sessions of Bandura’s training were administered to improve self-efficacy. Analysis of the qualitative data was conducted using content analysis, and as quantitative analysis, two-way Multivariate Analysis of Variance was conducted. The results showed that learners’ interacting within motivational scaffolding improved their self-efficacy and their learning achievement, and there is no significant difference between learners in the dimensions of field-dependent, field-independent. The findings have implications for teachers and learners in educational settings to detect some factors affecting the English language learners’ language performance and their psychological status. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - Impact of Motivational Scaffolding on Self-Determination and Learning Achievement of Field-Dependent/Independent EFL Learners
  Masoumeh Sohrabi Hossein Siahpoosh Asgar Mahmoudi
  10.30495/jfl.2022.689269
  The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who par أکثر

  The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of 8 training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  3 - Comparative Effects of Scaffolding Strategies on Iranian Intermediate EFL Learners’ Writing
  ساناز جعفری Mohammad Reza Talebinejad Saeed Ketabi
  10.30495/ttlt.2023.703316
  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, metac أکثر

  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. تفاصيل المقالة