Comparative Effects of Scaffolding Strategies on Iranian Intermediate EFL Learners’ Writing
محورهای موضوعی : نشریه زبان و ترجمه
ساناز 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
کلید واژه: Writing Ability, motivational scaffolding, Computer-based scaffolding, Metacognitive scaffolding,
چکیده مقاله :
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.
پشتیبانی به عنوان یک استراتژی آموزشی به طور قابل توجهی به توسعه یادگیری کمک می کند. با این حال ، کمبود مطالعات در زمینه مقایسه تاثیر استراتژی های پشتیبانی مختلف محسوس است. مطالعه حاضر با هدف ارزیابی تأثیر پشتیبانی انگیزشی ، فراشناختی و رایانه ای بر مهارت نوشتاری زبان آموزان ایرانی سطح متوسط زبان انگلیسی با توجه به نظریه اجتماعی-فرهنگی ویگوتسکی انجام شده است. در این مطالعه نیمه تجربی ، شصت زبان آموز آقا و خانم سطح متوسط زبان انگلیسی در محدوده سنی 14 تا 23 سال به روش نمونه گیری در دسترس از مرکز زبان جهاد تهران انتخاب شدند. آنها با توجه به عملکرد خود در آزمون زبان انگلیسی مقدماتی دردوره های زبان انگلیسی بهار 2020 برگزیده شدند و به طور تصادفی در سه گروه مساوی قرار گرفتند. از آزمون نوشتاری آیلتس به عنوان پیش آزمون و پس آزمون استفاده شد. فراگیران بسته آموزشی پشتیبانی را در زمینه نوشتن دریافت کردند. بهبود آماری قابل توجهی در نمرات نوشتاری پس آزمون شرکت کنندگان در همه گروه ها مشاهده شد و پشتیبانی انگیزشی موثرترین استراتژی در توسعه مهارت نوشتاری زبان آموزان بود. نتایج این مطالعه می تواند برای معلمان، زبان آموزان و طراحان برنامه درسی کاربرد آموزشی داشته باشد.
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