The Impact of Online Teacher Mediation and Learner Scaffolding on the EFL Learners’ Depth of Reflectivity in Writing
محورهای موضوعی : Journal of Applied Linguistics StudiesLeila Behrahi 1 , Payman Rajabi 2 , Hamid Reza Khalaji 3
1 - Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran.
3 - English Language Department, Islamic Azad University, Malayer Branch, Malayer, Iran
کلید واژه: EFL Learners, Learner Scaffolding, Reflectivity, Teacher Mediation,
چکیده مقاله :
Abstract It is believed that success in learning to a great extent depends on reflective thinking. Accordingly, the present study sought to explore the extent to which Iranian English as a foreign language (EFL) learners involve in reflection. It also investigated which of the three groups of teacher mediation, learners’ scaffolding, and the control group outperform others on learners’ reflectivity in writing. Based on the findings, only the learners’ scaffolding group performed at the understanding and reflection level and by so doing, it outperformed other groups namely experimental group 1 and the control group. The second research question sought which of the three groups of experimental 1, experimental 2, and the control group outperforms the others regarding learners’ reflectivity in writing. Based on the results, the progress of reflection and all its dimensions has become statistically significant only in the learners’ scaffolding group, while in the first experimental group, progress has also been seen, but it is not statistically significant. Implications for EFL courses are discussed in the paper.
Abstract It is believed that success in learning to a great extent depends on reflective thinking. Accordingly, the present study sought to explore the extent to which Iranian English as a foreign language (EFL) learners involve in reflection. It also investigated which of the three groups of teacher mediation, learners’ scaffolding, and the control group outperform others on learners’ reflectivity in writing. Based on the findings, only the learners’ scaffolding group performed at the understanding and reflection level and by so doing, it outperformed other groups namely experimental group 1 and the control group. The second research question sought which of the three groups of experimental 1, experimental 2, and the control group outperforms the others regarding learners’ reflectivity in writing. Based on the results, the progress of reflection and all its dimensions has become statistically significant only in the learners’ scaffolding group, while in the first experimental group, progress has also been seen, but it is not statistically significant. Implications for EFL courses are discussed in the paper.
