Scaffolding in Massive Open Online Courses (MOOC) vs. Scaffolding in Face-to-face Programs in IELTS Writing Task: Test-takers’ Perceptions in Focus

محورهای موضوعی : Research Paper

Rezvan Narimani ¹ , Fariba Rahimi Esfahani ² , Sajad Shafiee ³

1 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3 - Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

تاریخ دریافت : 1402/05/31 تاریخ پذیرش : 1402/06/09 تاریخ انتشار : 1402/07/09

کلید واژه: IELTS, perceptions, scaffolding, L2 writing, MOOC,

چکیده مقاله :

AbstractThis research sought to investigate IELTS test-takers' perceptions of obtaining scaffolded MOOC-based training. To accomplish this purpose, 50 IELTS candidates were chosen through convenient sampling and assigned to one of two groups: a MOOC-based teaching group (MG, n = 25) and a face-to-face instruction group (F2FG, n = 25). The MG test-takers were exposed to FutureLearn, while the F2FG test-takers were given identical materials in person. Scaffolding took the form of visual aids, pre-teaching the necessary terminology, drawing on the participants' past knowledge of a subject, modeling what they were requested to write, and providing them with the sentence patterns needed to complete the IELTS Writing Task 2. The writing pre-test and post-test scores of the two groups were examined using a one-way ANCOVA, which revealed that the MG learners outperformed their F2FG counterparts significantly. The perception questionnaire results revealed that MG students liked MOOC-based education for their writing courses. The implications and applications of the current study's results are provided at the end of the research

چکیده انگلیسی:

داربست در دوره‌های آنلاین آزاد عظیم (MOOC) در مقابل داربست در برنامه‌های حضوری در رایتینگ آیلتس: ادراکات آزمون‌دهندگان در تمرکزاین تحقیق به دنبال بررسی ادراک شرکت کنندگان در آزمون آیلتس از دریافت آموزش مبتنی بر MOOC دارای داربست بود. برای دستیابی به این هدف، 50 داوطلب آیلتس از طریق نمونه گیری آسان انتخاب شدند و به یکی از دو گروه تقسیم شدند: یک گروه آموزشی مبتنی بر MOOC ، (n = 25) و یک گروه آموزش حضوری (F2FG, n=25) شرکت کنندگان در آزمون MG در معرض یادگیری آینده  قرار گرفتند، در حالی که به شرکت کنندگان آزمون F2FG شخصاً مطالب یکسان داده شد. داربست به شکل کمک های بصری، پیش آموزش اصطلاحات لازم، استفاده از دانش گذشته شرکت کنندگان در مورد یک موضوع، الگوبرداری از آنچه از آنها خواسته شده بود بنویسند، و ارائه الگوهای جملات مورد نیاز برای تکمیل آیلتس رایتینگ Task 2 بود. نمرات نوشتن پیش آزمون و پس آزمون دو گروه با استفاده از ANCOVA یک طرفه مورد بررسی قرار گرفت، که نشان داد یادگیرندگان MG به طور قابل توجهی از همتایان F2FG خود بهتر عمل کردند. نتایج پرسشنامه ادراک نشان داد که دانشجویان MG آموزش مبتنی بر MOOC را برای دوره‌های نوشتاری خود دوست داشتند. مفاهیم و کاربردهای نتایج پژوهش حاضر در پایان تحقیق ارائه شده است. 

منابع و مأخذ:

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