A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 115
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شناسه ملی سند علمی:
JR_ELT-14-29_004
تاریخ نمایه سازی: 10 دی 1401
چکیده مقاله:
Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, ۳۶۰ elementary and advanced EFL learners took a course and filled out two sets of related questionnaires twice, administered at the outset and the end of the course. The transcribed data including the class interactions and intervention strategies were organized into contingent or non-contingent fragments based on models’ criteria. According to the results of the Wilcoxon rank test and the Paired Sample t-test, there was a significant difference between the results of the pre and post-tests in the two mentioned levels for the two constructs. Furthermore, the results of the Single Sample t-test showed that the CSF was more utilized than the MCT in both levels. Moreover, the intervention strategies of the MCT significantly differed in the two levels. Questioning was a highly used strategy at both levels. Hints and modeling were the least utilized strategies in elementary and advanced levels, respectively. Therefore, such contingent symbiosis could have prolific results in self-regulation and gaining willingness to communicate
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نویسندگان
Manoochehr Jafarigohar
Department of TEFL, Payame Noor University, Tehran, Iran
Fatemeh Zununi Vahed
Department of TEFL, Payame Noor University, Tehran, Iran
Abdullah Sarani
Department of TEFL, University of Sistan and Baluchestan, Iran
Ali Hadavizadeh
Department of TEFL, Payame Noor University, Tehran, Iran
Hoda Divsar
Department of TEFL, Payame Noor University, Tehran, Iran
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