ZPD Theory and Scaffolding Teaching Strategy: Iranian EFL Learners' Views and Reading Achievement of Short Stories as a Way of Literature Incorporation within Learning Procedure
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 287
فایل این مقاله در 29 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_CLCS-3-1_013
تاریخ نمایه سازی: 23 دی 1400
چکیده مقاله:
The present study, through considering Zone of Proximal Development (ZPD) theory and scaffolding strategy, investigates the use of scaffolding strategy in a language institute and explores the effectiveness of this method on EFL learners' reading achievement of short stories. The researchers adopted a quasi-experimental research design, and the sample of the study consisted of ۶۰ EFL learners. Including ۳۰ students, the experimental group benefited an implementation of scaffolding strategy and related techniques. The control group (including ۳۰ students) benefited from no implementation of scaffolding strategy and related techniques. An interactive communicative language method of teaching was used for the control group. Moreover, a related questionnaire was used to explore the EFL learners' attitude of the experimental group on the mentioned strategy. The reading achievement was measured using a pre-test and a post-test for both the experimental and control groups. The obtained results were analyzed descriptively, the statistical manifestation of which is presented in figures. Items are elaborated separately through tables, and two independent sample t-tests were carried out for the revelation of the result. The data were analyzed using t-test, eta square, and one-way analysis of variance (ANOVA). This study concluded that the employment of scaffolding teaching strategy had a significant impact on the improvement of Iranian EFL learners’ reading achievement of short stories and the students' attitude towards the mentioned strategy was completely positive. Also, the findings revealed that there was not a significant difference between the male and female students' performance.
کلیدواژه ها:
نویسندگان
Neda Fatehi Rad
Assistant Professor of TEFL, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
Valeh Jalali
Assistant Professor of TEFL ,Department of English Language, Bardsir Branch, Islamic Azad University, Bardsir, Kerman, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :