E-Cognitive Scaffolding: Does It Have an Impact on the English Grammar Competencies of Middle School Underachieving Students?

Autor/inn/en	Abdelaziz, Hamdy A.; Al Zehmi, Owaisha
Titel	E-Cognitive Scaffolding: Does It Have an Impact on the English Grammar Competencies of Middle School Underachieving Students?
Quelle	In: Open Learning, 36 (2021) 1, S.5-28 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2020.1774356
Schlagwörter	Scaffolding (Teaching Technique); Electronic Learning; Learning Processes; Difficulty Level; Grammar; Writing Skills; Second Language Learning; Second Language Instruction; English (Second Language); Instructional Effectiveness; Instructional Design; Middle School Students; Underachievement; Competence; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Schwierigkeitsgrad; Grammatik; Writing skill; Schreibfertigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Performance deficiency; Leistungsschwäche; Kompetenz; Ausland; Vereinigte Arabische Emirate
Abstract	This research aimed to design e-activities based on cognitive scaffolding and measure their impact on underachieving learners' grammar competencies in middle schools. The focus was to utilise technology tools in providing underachieving learners with the support necessary to help them improve their usage of English grammar. A set of electronic activities based on cognitive scaffolding principles and techniques, which included six basic grammar lessons, was designed and assembled in a free host website. The quasi-experimental research was designed to measure the impact of the e-activities that were based on cognitive scaffolding on learners' performance. Forty seven learners were involved in the study. Additionally, a data analysis technique, analysis of covariance (ANCOVA), was used to compare the results of the control group and the experimental group. The findings of the study showed significant differences. The differences in this study were in favour of the experimental group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01