A Qualitative Study of Reciprocal Scaffolding Techniques on Iranian EFL Learners' Views via Language Management System (LMS)
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
مرضیه سبزواری
1
,
ندا فاتحی راد
2
,
مسعود تاج الدینی
3
1 - دانشجوی دکترای، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد میبد، میبد، ایران
2 - گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران
3 - گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران
کلید واژه: EFL Context, View, Qualitative study, Language Management System (LMS), Reciprocal Scaffolding Techniques,
چکیده مقاله :
This qualitative study aimed to investigate the effect of reciprocal scaffolding techniques in EFL classes on Iranian EFL learners’ views in a Language Management System (LMS) environment. In doing so, 32 pre-intermediate EFL students of a language institute in Kerman were selected based on a simple random sampling method. The data gathering tools included a homogeneity test and then related interviews. The participants received reciprocal-scaffolding techniques instruction in their online class via LMS. They practiced the teaching strategies which encouraged learners’ independence in the LMS environment. At the end of the course, the participants were interviewed based on the data saturation technique. The results of the interview analyzed the positive and negative views of EFL learners toward the use of these strategies in the LMS context. Findings indicated that the usage of reciprocal teaching and scaffolding and their integration offered greater learning chances in terms of additional learning resources in the context of the LMS. The final stages of RT scaffolding were related to the students’ independence and autonomy, so they could study the extra sources without getting help from the instructor. Totally, all factors resulted in high learners' satisfaction with the techniques. The study suggested some pedagogical implications for EFL teachers and learners in using reciprocal scaffolding techniques in the EFL context.
This qualitative study aimed to investigate the effect of reciprocal scaffolding techniques in EFL classes on Iranian EFL learners’ views in a Language Management System (LMS) environment. In doing so, 32 pre-intermediate EFL students of a language institute in Kerman were selected based on a simple random sampling method. The data gathering tools included a homogeneity test and then related interviews. The participants received reciprocal-scaffolding techniques instruction in their online class via LMS. They practiced the teaching strategies which encouraged learners’ independence in the LMS environment. At the end of the course, the participants were interviewed based on the data saturation technique. The results of the interview analyzed the positive and negative views of EFL learners toward the use of these strategies in the LMS context. Findings indicated that the usage of reciprocal teaching and scaffolding and their integration offered greater learning chances in terms of additional learning resources in the context of the LMS. The final stages of RT scaffolding were related to the students’ independence and autonomy, so they could study the extra sources without getting help from the instructor. Totally, all factors resulted in high learners' satisfaction with the techniques. The study suggested some pedagogical implications for EFL teachers and learners in using reciprocal scaffolding techniques in the EFL context.
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