The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners' Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal

Autor/inn/en	Ghanizadeh, Afsaneh; Mousavinejad, Tahereh
Titel	The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners' Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal
Quelle	In: Interchange: A Quarterly Review of Education, 54 (2023) 3, S.337-351 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghanizadeh, Afsaneh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-023-09502-x
Schlagwörter	English (Second Language); Second Language Instruction; Grammar; Educational Technology; Scaffolding (Teaching Technique); Females; Junior High School Students; Foreign Countries; Student Motivation; Goal Orientation; Mastery Learning; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Grammatik; Unterrichtsmedien; Weibliches Geschlecht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Schulische Motivation; Zielorientierung; Zielvorstellung
Abstract	The present study aimed at investigating the effect of Teacher Technology Enhanced Scaffolding (TTES) on English as a Foreign Language (EFL) learners' grammar achievement, Directed Motivational Currents (DMCs), and mastery goal. This investigation was conducted among 50 participants in two classes, with a population of 25 EFL students for each group (control and experimental). The participants were all female junior high school students. They were administered a grammar test and two questionnaires once at the beginning and once at the end of the course. To gauge students' DMC, the Persian version of the DMC Disposition Questionnaire which was designed and validated by Muir (2016) and translated into Persian and revalidated by Ghanizadeh and Jahedizadeh (2017) was utilized. To assess the students' mastery goal, six items of the translated version of Achievement Goal Orientation Inventory designed by Midgley et al. (1998) was employed. Teaching in both groups was provided through "Eitaa" messenger. The treatment was presented in accordance with the principles of the process approach comprising three stages, "noticing," "retrieval," and "generation." These are the three basic principles in the process approach adapted from Nation (2001). However, in the control group, the grammar was taught in the traditional method in the way that the same structure was presented to the learners, and then they did some exercises. The results of independent samples t-test demonstrated that using TTES had a significant impact on learners' grammar learning, DMC, and mastery goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01