Examining the Utility of Incorporating Collaborative Programming and Self-Scaffolding into Contextualizing Educational Implication Strategy for Improving EFL Learners’ Writing Ability
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Saeed Sheikhian
1
,
Ehsan Hadipour
2
,
Leila Akbarpour
3
1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
کلید واژه: Collaborative programming, contextualizing educational implication strategy, EFL learners, self-scaffolding, writing ability. ,
چکیده مقاله :
This study examined the effects of incorporating contextualizing educational implication strategy into collaborative programming and self-scaffolding on Iranian EFL learners’ writing ability. To this end, the researchers selected 28 male EFL learners in two intact classes of a language institute in Shiraz (Iran) as the participants and used a quasi-experimental design to carry out the study. That is, they assigned the participants to two experimental groups, including contextualizing-collaborative-programming group and contextualizing-self-scaffolding group. Moreover, they used a writing pretest, 10 treatment sessions, and a writing posttest to gather the data. Finally, they analyzed the data on SPSS 25 using independent-samples and paired-samples t-tests. Based on the results, while both of the instructional treatments were effective in improving the participants’ writing ability, contextualizing-collaborative-programming proved to be more efficacious in this study. The results can provide teacher educators and syllabus designers with guidelines on the uses of educational implication strategies and sociocultural language instruction in foreign language contexts.
This study examined the effects of incorporating contextualizing educational implication strategy into collaborative programming and self-scaffolding on Iranian EFL learners’ writing ability. To this end, the researchers selected 28 male EFL learners in two intact classes of a language institute in Shiraz (Iran) as the participants and used a quasi-experimental design to carry out the study. That is, they assigned the participants to two experimental groups, including contextualizing-collaborative-programming group and contextualizing-self-scaffolding group. Moreover, they used a writing pretest, 10 treatment sessions, and a writing posttest to gather the data. Finally, they analyzed the data on SPSS 25 using independent-samples and paired-samples t-tests. Based on the results, while both of the instructional treatments were effective in improving the participants’ writing ability, contextualizing-collaborative-programming proved to be more efficacious in this study. The results can provide teacher educators and syllabus designers with guidelines on the uses of educational implication strategies and sociocultural language instruction in foreign language contexts.
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