Implementation of Reciprocal-scaffolding Treatment in Virtual Learning Context: Iranian EFL Learners’ Listening and Speaking Skills

محورهای موضوعی : Applied Linguistics

Marzieh Sabzevari ¹ , Neda Fatehi Rad ² , Masoud Tajaddini ³

1 - Department of English Language, Maybod Branch, Islamic Azad University, Maybod, Iran
2 - English Department, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - English Department, Kerman Branch, Islamic Azad University, Kerman, Iran

تاریخ دریافت : 1400/07/09 تاریخ پذیرش : 1400/09/21 تاریخ انتشار : 1401/07/09

کلید واژه: Reciprocal-scaffolding Treatment, speaking, Virtual Learning, listening,

چکیده مقاله :

This study was an endeavor to implement and investigate reciprocal-scaffolding treatment in virtual EFL learning context. More specifically, it analyzed the effect of reciprocal-scaffolding online treatment on Iranian EFL learners’ oral skills. After running placement test, 36 students formed the sample and they were randomly classified into two groups of experimental (EG=18) that received the mentioned treatment and control (CG=18) that were instructed using traditional teaching procedures. The data gathering tools included a homogeneity test, pretests and posttests in listening and speaking skills. The study was conducted in 16 sessions and the experimental group members received reciprocal-scaffolding strategies instruction in their speaking and listening courses, while the control group members practiced these two skills devoid of such instruction. The results of independent samples t-tests and paired t-tests performed on pretests and posttests revealed that the learners in the treatment group outperformed those in control group in both oral language skills.

چکیده انگلیسی:

این پژوهش تلاشی برای اجرا و بررسی روش حمایتی متقابل در محیط یادگیری مجازی زبان انگلیسی داشته است. به طور خاص، این تحقیق تأثیر روش آنلاین حمایتی متقابل بر مهارت های شنیداری و گفتاری زبان آموزان ایرانی را مورد تجزیه و تحلیل قرار داد. پس از اجرای آزمون تعیین سطح، 36 زبان‌آموز نمونه تحقیق را تشکیل دادند و به طور تصادفی به دو گروه آزمایشی (EG=18) که با روش مذکور و گروه کنترل (CG=18) که با استفاده از روش‌های آموزشی سنتی آموزش داده شدند، طبقه‌بندی شدند. ابزارهای گردآوری داده ها شامل آزمون همگن سازی، پیش آزمون و پس آزمون در مهارت های شنیداری و گفتاری بود. این تحقیق در 16 جلسه انجام شد و اعضای گروه آزمایش در دوره های شنیداری و گفتاری خود آموزش راهبردهای روش حمایتی متقابل را دریافت کردند، در حالی که اعضای گروه کنترل این دو مهارت را بدون چنین آموزشی تمرین کردند. نتایج آزمون‌های تی نمونه‌های مستقل و آزمون‌های تی زوجی انجام‌شده در پیش‌آزمون و پس‌آزمون نشان داد که زبان‌آموزان گروه آزمایش در هر دو مهارت زبان از گروه کنترل بهتر عمل کردند.    

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