From Learning to Retention: Cognitive and Metacognitive Scaffolding in EFL Idiom Acquisition
محورهای موضوعی : Journal of Studies in Learning and Teaching EnglishNiloofar Nakisaei 1 , Mohammad Bavali 2 , Mohamad Ali Ayatollahi 3
1 - Department of English, Shi.C., Islamic Azad University, Shiraz, Iran
2 - Department of English, Shi.C., Islamic Azad University, Shiraz, Iran
3 - Department of English, Sep.C., Islamic Azad University, Sepidan, Iran
کلید واژه: Cognitive Scaffolding, Idiom Learning, Idiom Retention, Metacognitive Scaffolding,
چکیده مقاله :
This study aimed to examine the effects of cognitive and metacognitive scaffolding on idiom learning and retention among intermediate EFL learners at Avatalk Language Institute in Shiraz, Iran. A total of 54 participants formed the final sample after a homogeneity test. These participants were randomly assigned to three groups: metacognitive scaffolding, cognitive scaffolding, and a control group, each consisting of 18 students. A quantitative-based design was employed, with a pretest, an immediate posttest, and a delayed posttest to assess idiomatic knowledge. The pretest, consisting of 45 idiom items, was validated by experts and had an acceptable reliability. After the treatment, idiom tests were administered to evaluate both short- and long-term idiom learning and retention. The results of ANOVA showed that metacognitive scaffolding significantly enhanced idiom learning and retention compared to both cognitive scaffolding and the control group. This study underscores the effectiveness of metacognitive scaffolding in idiom acquisition and suggests potential improvements for future applications. The findings contribute to the understanding of scaffolding strategies in EFL contexts and provide valuable insights for refining instructional practices to better support learners.
This study aimed to examine the effects of cognitive and metacognitive scaffolding on idiom learning and retention among intermediate EFL learners at Avatalk Language Institute in Shiraz, Iran. A total of 54 participants formed the final sample after a homogeneity test. These participants were randomly assigned to three groups: metacognitive scaffolding, cognitive scaffolding, and a control group, each consisting of 18 students. A quantitative-based design was employed, with a pretest, an immediate posttest, and a delayed posttest to assess idiomatic knowledge. The pretest, consisting of 45 idiom items, was validated by experts and had an acceptable reliability. After the treatment, idiom tests were administered to evaluate both short- and long-term idiom learning and retention. The results of ANOVA showed that metacognitive scaffolding significantly enhanced idiom learning and retention compared to both cognitive scaffolding and the control group. This study underscores the effectiveness of metacognitive scaffolding in idiom acquisition and suggests potential improvements for future applications. The findings contribute to the understanding of scaffolding strategies in EFL contexts and provide valuable insights for refining instructional practices to better support learners.
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