آمار
| تعداد نشریات | 43 |
| تعداد شمارهها | 1,229 |
| تعداد مقالات | 15,075 |
| تعداد مشاهده مقاله | 50,611,689 |
| تعداد دریافت فایل اصل مقاله | 13,702,911 |
Investigating the Implementation of Peer Scaffolding on Speaking Proficiency in Blended versus Traditional Classes at the Advanced Level | ||
| Journal of English Language Teaching and Learning | ||
| دوره 15، شماره 31، مهر 2023، صفحه 83-93 اصل مقاله (914.95 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2023.57103.2548 | ||
| نویسندگان | ||
| Farzaneh Khodabandeh* 1؛ Houshang Khoshsima2؛ Sorayya Abbaszadeh1 | ||
| 1Department of Linguistics and Foreign Languages, Payame Noor University. Tehran, Iran. | ||
| 2English Department, Chabahar Maritime University, Chabahar, Iran. | ||
| چکیده | ||
| Traditional methods of scaffolding for language teaching have turned out ineffective, leading to the exploration of innovative approaches such as blended learning. While blended learning has shown effectiveness in various language aspects, its impact on scaffolding for speaking proficiency remains unclear. This study investigated the impact of peer scaffolding on speaking proficiency in traditional face-to-face classes versus blended classes. The participants consisted of 42 advanced learners, randomly assigned to a control group (traditional classes) and an experimental group (blended classes). Pre-tests and post-tests were conducted using speaking topics to assess speaking proficiency, and evaluations were done using established criteria. The control group received instruction and speaking practice using conventional methods, while the experimental group had access to online resources and was engaged in face-to-face sessions guided by peers and the teacher. Dscriptive statistics and t-tests were employed to analyze the data. The findings indicated that the experimental group, which received peer scaffolding in the mixed class, performed better in speaking ability compared to the group that received peer scaffolding in the conventional class. These findings have implications for language teachers, material developers, and policy makers, emphasizing the potential benefits of integrating peer scaffolding within blended learning environments to enhance speaking proficiency for advanced learners. | ||
| کلیدواژهها | ||
| Blended class؛ peer scaffolding؛ speaking proficiency and traditional class | ||
| مراجع | ||
|
Abune, D. (2019). The Impact of Peer-Scaffolding on Enhancing Students' Grammar Proficiency. Journal of Education and Practice, 10(14), 10-15.
Ahmadi Safa, M., & Rozati, N. (2017). The effect of coequal peers' scaffolding on the listening comprehension of Iranian EFL learners. SAGE Open, 7(1), 2158244016685503.
Ali, R. (2015). Impact of scaffolding on complexity and accuracy of Iranian EFL learners' narrative writing. Language Teaching, 5(2), 143-156.
Ali Zarei, A., & Rezadoust, S. A. (2020). The effects of scaffolded and unscaffolded feedback on EFL learners' speaking anxiety and self-efficacy. Journal of Applied Linguistics and Language Research, 7(1), 8-19.
AlKhaleel, A. (2019). The advantages of using blended learning in studying English as a foreign language at the University of Tabuk. Modern Journal of Language Teaching Methods (MJLTM), 9(2), 1-7.
Azir, A. S. (2019). Peer Scaffolding to Enhance the Speaking Skill Performance of EFL Vocational Students. Journal of Language Teaching and Research, 10(2), 346-356.
Belland, B. R. (2014). Scaffolding: Definition, current debates, and future directions. Handbook of research on educational communications and technology, 505-518.
Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education.
Casasnovas, M., & Ferraro, F. (2021). Collective intelligence in educational settings: A systematic literature review. Computers & Education, 167, 104179.
Chen, C. H. (2020). AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51(3), 657-672.
Cho, M. H., & Cho, Y. (2016). Self-regulated learning: A critical examination of online and blended learning environments. Online Learning, 20(2), 374-395.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 453-494). Lawrence Erlbaum Associates.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The effects of blended learning to students’ speaking ability: A study of utilizing technology to strengthen the conventional instruction. International journal of linguistics, literature and culture, 4(3), 1-14.
Horn, M. B., & Staker, H. (2017). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
Hsieh, Y. H. (2016). Collaborative Patterns of Peer-to-Peer Scaffolding, Multi-Directional Scaffolding, and Individual Scaffolding Interaction in an Internet-Enhanced, Face-to- Face Collaborative Setting. Computer Assisted Language Learning, 29(2), 225-248.
Janthon, P. (2015). The Effects of Work-Based Blended Learning and Technological Scaffolding System on Communication Skills. Procedia-Social and Behavioral Sciences, 174, 1526- 1531.
Jafari, S., Talebinejad, M. R., & Ketabi, S. (2021). Comparative effects of technology- motivational- and metacognitive-based scaffolding on male and female Iranian adult advanced EFL learners’ speaking. Research in English Language Pedagogy, 9(2), 259-282.
Jafarigohar, M., & Mortazavi, M. (2017). The impact of scaffolding mechanisms on EFL learners’ individual and socially shared metacognition in writing. Reading & Writing Quarterly, 33(3), 211-225.
Kantisa, T., & Sitthitikul, T. (2020). The effect of blended learning on students' speaking ability and learning motivation. (Doctoral dissertation, Thammasat University).
Khatib, F., & Chalak, A. (2022). Utilizing Scaffolding Strategies to Improve Iranian Intermediate EFL Students’ Grammatical Knowledge. Journal of Foreign Language Teaching and Translation Studies, 7(1), 61-80.
LaPointe, L., & Reisetter, M. (2008). Belonging online: Students' perceptions of the value and efficacy of an online learning community. International Journal on E-learning, 7(4), 641-665.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
Mojarrabi Tabrizi, M., et al. (2019). The effects of hard and soft scaffolding on Iranian EFL learners' reading comprehension ability in two different experimental conditions. Cogent Education, 6(1), 1-23.
Naibaho, L. (2019). The effectiveness of scaffolding method on students’ speaking achievement. International Journal of Research-Granthaalayah, 7(5), 193-201.
Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288-305.
Rodríguez, M. F., Nussbaum, M., Yunis, L., Reyes, T., Alvares, D., Joublan, J., & Navarrete, P. (2022). Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education, 182, 104446.
Rosenberger, C. (2003). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Language Arts, 80(4), 310.
Shand, K., & Farrelly, S. G. (2018). The Art of Blending: Benefits and Challenges of a Blended Course for Preservice Teachers. Journal of Educators Online, 15(1), n1.
Shirmohammadi, M., & Salehi, M. (2017). Comparative effect of scaffolding instruction and self-regulated learning on ESP learners' reading comprehension. Studies, 5(4), 203-213.
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Harvard University Press. | ||
|
آمار تعداد مشاهده مقاله: 229 تعداد دریافت فایل اصل مقاله: 216 |
||