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 60 EFL learners. Including 30 students, the experimental group benefited an implementation of scaffolding strategy and related techniques. The control group (including 30 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.
Abstract
This study was aimed to determine the effectiveness of a blended learning-based scaffolding strategy assisted by Google Classroom to improve students’ learning outcomes and self-efficacy in ...the Physics Lesson Planning course. This study employed the quasi-experimental method with one group pretest-posttest design. The samples of the study were 77 students of Physics Education, UIN Raden Intan Lampung in the academic year of 2019/2020. The instruments used were a questionnaire to investigate students’ responses toward the learning process, a questionnaire to measure students’ self-efficacy, and a test to measure students’ learning outcomes. The data were analyzed using descriptive analysis techniques, n-gain analysis, and effect size analysis. The results showed that the blended learning-based scaffolding strategy assisted by Google Classroom was effective in improving students’ learning outcomes with the n-gain and the effect size in medium category. The percentages of students’ self-efficacy in class A, class B, and class C were 68%, 60%, and 59% respectively. It was concluded based on the indicators of students’ learning outcomes improvement, students’ high self-efficacy, and students’ positive responses (84%). For further research, the researcher suggests to apply blended learning-based scaffolding strategy assisted by Google Classroom in other branches of science.
Museums are important locations providing cognitive resources to children in various subjects. Literature suggests that parent-child interaction in the museum differs across cultures. Two of the main ...reasons for this are the overall attitude towards the child and the autonomy provided. The data reveals that the most decisive factor was parents' attitudes towards the autonomy of the child. Research primarily focuses on the structure of parent-child interaction in Turkey in the context of museums, and how often scaffolding strategies are used by parents. It also examines how using these strategies differ in terms of parental attitudes toward children and their caretakers as well as their own individual children. The person selecting the object to talk about (mother-father-child) during the interaction process was accepted as an indicator of autonomy support, and how the scaffolding strategies differed correspondingly was investigated. Parents mostly used strategies of mobilization/maintenance and detailed explanation.
During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve ...students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.
This study aims to find out the effectiveness of instructional scaffolding strategy in the development of academic achievement and critical thinking of female second grade secondary mathematics ...students. Semi-experimental and relational descriptive method was used. The sample of the study consisted of (50) students divided into an experimental group and a control group. The experimental group was taught using scaffolding strategy whereas the control group was taught using traditional method. Pre- and Post-tests were used to achieve the objective of the study. The results of the study revealed that there are statistically significant differences in the mean scores of the experimental and control groups in the posttest for both the academic achievement and critical thinking scale in favor of the experimental group. Furthermore, the findings have shown that there is a positive correlation between academic achievement and critical thinking. Based on the findings of the study, the researchers recommend curriculum designers and decision makers to integrate the scaffolding strategy in curricula and hold workshops for teachers to use scaffolding strategy in teaching mathematics.
Vocabulary is the foundation for students who learn a foreign language. Nevertheless, students may be bored by the painstaking process of rote learning. To this end, this study designed a handheld ...sensor-based vocabulary game based on a scaffolding strategy for improving students' motivation and achievement in vocabulary learning. On the one hand, such mobile technologies not only help students learn vocabulary anytime and anywhere, but also create embodied learning experiences by allowing students to control the avatar in the game with their hands. On the other hand, the scaffolding strategy adopted in this study serves as a complementary mechanism to help students learn vocabulary. To evaluate the effectiveness of the game, this study conducted a quasi-experiment by dividing the participating students into an experimental group and a control group. The former played the handheld sensor-based vocabulary game based on the scaffolding strategy, while the latter played the same game without the assistance of the scaffolding strategy. The research findings of this study showed that the handheld sensor-based vocabulary game significantly improved the low-achieving students' motivation and performance in vocabulary learning, but seemed to be less effective in helping them retain the vocabulary they learned through the game.
The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and ...moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain.
Writing is one of the basic language skills that should be mastered by English department students. By mastering this skill, they are expected to be able to express their feelings, thoughts, and ...ideas in written form. However, most of the students said that writing is difficult subject, and they always face some problems in writing. The most serious problems arise when the students have negative attitude about writing or lack confidence in themselves as writers. To overcome the problem, scaffolding strategy in the process of writing is an alternative strategy to improve the low-motivated students’ ability in writing.
In L2 pedagogy, collaborative writing has been employed as a task for facilitating language learning, and language proficiency is often taken as a primary yardstick for pairing learners. Yet studies ...about the effect of proficiency pairing on language learning in pair writing have obtained mixed findings, and few studies have examined how proficiency pairing affects learners’ scaffolding strategy use. The present study, following a sociocognitive approach, investigated the effects of proficiency pairing on Chinese EFL learners’ language learning and scaffolding strategy use in pair writing. The study recruited three groups, respectively, including four high–high pairs, four high–low pairs, and four low–low pairs. An analysis of the 12 dyads’ dialogues elicited from pair writing revealed that low–low pairs produced more language-related episodes (LREs) and resorted to more scaffolding strategies than high–high and high-low pairs did while high–high and high-low pairs successfully resolved more LREs than low–low pairs did. The findings were discussed with reference to such mediating variables as task nature, interaction pattern, and task orientation. Pedagogical implications were drawn in the conclusion.
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