Development of Speaking Ability through Motivational and Metacognitive-based Scaffolding

محورهای موضوعی : نشریه زبان و ترجمه

اعظم پیشادست ¹ (گروه زبان انگلیسی- دانشکده ادبیات و علوم انسانی - دانشگاه آزاد زاهدان - زاهدان - ایران)
Ahmad Mojavezi ² (Assistant Professor, English Department, Zahedan Branch, Islamic Azad University, Zahedan, Iran)
Farideh Okati ³ (Assistant Professor, English Department, University of Zabol, Iran)

تاریخ دریافت : 1400/05/03 تاریخ پذیرش : 1400/05/03 تاریخ انتشار : 1400/04/10

کلید واژه: speaking ability, scaffolding, EFL students, Metacognitive-based scaffolding, Motivational-based scaffolding,

چکیده مقاله :

This study investigated the development of EFL learners’ language proficiency considering motivational and metacognitive scaffolding techniques. The participants included 90 EFL learners. The recruitment procedure took place based on the participants’ performance on a sample Preliminary English Test (PET). To collect the data and address the research questions, the participants were assigned into two experimental groups of metacognitive-based and motivational-based scaffolding and a control group with an equal number of participants in each group. In the metacognitive-based scaffolding group, metacognitive strategies such as producing a story within the framework and listening to and retelling the story were implemented. In the motivational-based scaffolding group, the speaking instruction was based on activities which provided maximum assistance for the learners. They were provided with songs, a relaxed environment, and opportunities to talk, i.e., turn-taking and wait-time to stimulate their motivation. The findings of the study shed light on the metacognitive and motivational-based scaffolding to promote EFL learners’ speaking in foreign language skills. It was found that motivational-based scaffolding was more conducive to enhancing Iranian EFL learners’ speaking ability.

چکیده انگلیسی:

تحقیق حاضر جهت بررسی اینکه تکیه گاه سازی انگیزشی و مبتنی بر فراشناخت تا چه اندازه می تواند مهارت زبانی زبان آموزان ایرانی را بهبود ببخشد صورت گرفته است. نمونه ای از 60 زبان اموز ایرانی برای شرکت در این مطالعه انتخاب شدند. آنها بر اساس عملکرد خود در آزمون مقدماتی انگلیسی (PET) انتخاب شدند. سطح مهارت آنها در انگلیسی متوسط بود. برای جمع آوری داده ها و پرداختن به اهداف تحقیق، از دو ابزار استفاده شد. PET   برای تعیین سطح مهارت زبانی زبان آموزان و از IELTS برای مقایسه توانایی گفتاری زبان آموزان درابتدا و انتهای مطالعه استفاده شد. شرکت کنندگان به 3 گروه مساوی تکیه گاه سازی مبتنی بر فرا شناخت، انگیزشی و کنترل تقسیم شدند. در گروه تکیه گاه سازی مبتنی بر فراشناخت، از روشهای فراشناختی مانند تولید داستان در چارچوب، گوش دادن و بازگویی داستان استفاده شد. در گروه تکیه گاه سازی انگیزشی، آموزش گفتاری بر اساس فعالیتهایی بود که حداکثر کمک را به فراگیران می کرد. برای آنها آهنگ، محیط آرام و فرصت های مناسب برای صحبت کردن با توجه به نوبت دهی و زمان انتظار برای تحریک انگیزه فراهم شد. یافته ها تاثیر تکیه گاه سازی مبتنی بر فراشناخت و انگیزشی را در بهبود توانایی گفتاری زبان آموزان ایرانی روشن ساخت. نتایج نشان داد که تکیه گاه سازی انگیزشی در افزایش توانایی گفتاری زبان آموزان ایرانی سودمندتر بوده است. 

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