The Impact of Scaffolding and Nonscaffolding Strategies on the EFL Learners' Listening Comprehension Development

Autor/inn/en	Ahmadi Safa, Mohammad; Rozati, Fatemeh
Titel	The Impact of Scaffolding and Nonscaffolding Strategies on the EFL Learners' Listening Comprehension Development
Quelle	In: Journal of Educational Research, 110 (2017) 5, S.447-456 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1118004
Schlagwörter	English (Second Language); Second Language Learning; Scaffolding (Teaching Technique); Experimental Groups; Listening Comprehension; Sociocultural Patterns; Control Groups; Task Analysis; Statistical Analysis; Qualitative Research; Second Language Instruction; Educational Strategies; Language Tests; Foreign Countries; Teaching Methods; Pretests Posttests; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverständnis; Soziokulturelle Theorie; Aufgabenanalyse; Statistische Analyse; Qualitative Forschung; Fremdsprachenunterricht; Lehrstrategie; Language test; Sprachtest; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Drawing on sociocultural theory, and a large number of empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of different forms of scaffolding to improve listening comprehension of the Iranian intermediate English as a foreign language (EFL) learners. To this end, 90 intermediate EFL learners were randomly assigned to 2 experimental groups and a control group. During 15 treatment sessions of listening comprehension instruction, expert peers in the first experimental group assisted their less knowledgeable peers in their listening comprehension tasks. The participants in the second experimental group were asked to assist their coequal peers while doing the listening comprehension tasks, but the participants in group 3 did not interact with each other or even their teacher and no scaffolding scheme was used when they were doing the listening comprehension tasks. One-way analysis of variance and post hoc analyses revealed that the expert peers' scaffolding was the most effective procedure for the intermediate EFL learners' listening comprehension development. Furthermore, coequal peers' scaffolding was proved to be the second effective procedure for the listening comprehension improvement. The findings underscore the relative efficacy of different forms of scaffolding procedure and the superiority of the expert peers' scaffolding over coequals' scaffolding. The qualitative analysis of the recorded data indicated that the implicit scaffolding strategies were more frequently used by the expert peers. However, the explicit scaffolding strategies were more frequently used to by the coequals. The findings of the study underscore the positive potentiality of scaffolding in its different forms for the EFL learners' listening comprehension development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01