A Implementing Scaffolded Differentiation Strategies in EFL Reading Comprehension Classes: Issues and Challenges
Masood Hasani
1
(
English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
)
Ahmad Mohseni
2
(
English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
)
Bahram Mowlaie
3
(
English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
)
کلید واژه: Scaffolding, Differentiated instruction, Literal Reading Comprehension, Referential Reading Comprehension,
چکیده مقاله :
This study tried to examine the effect of using scaffolded differentiation strategies on reading comprehension improvement of the intermediate students. The challenges of using scaffolded differentiation strategies in EFL reading comprehension classes were also checked. The researcher selected 40 EFL learners with intermediate level. They were mixed learners from the institutes in Tehran. Nelson proficiency test, screening test, diagnostic test, progress monitoring test, outcome test and a semi-structured interview were used in the study. For the quantitative part the selected students were randomly divided in to four groups. Two were experimental groups and the rest were control ones. Each group consisted of 10 students. There were 15 sessions for the treatment. In the Experimental group the instructor used scaffolded differentiating strategies for improving reading comprehension of the students and in the control group the teachers used ordinary methods. A test which subdivides the broad area into specific skills, in this case referential reading comprehension and literal reading comprehension, was administered before and after the intervention. The questions were constructed in the related course of study. The result of the post test showed that ‘referential reading comprehension’ of the experimental group was noticeably greater than that of the control one but literal reading comprehension was not highly influenced by applying scaffolded differentiation. Data for the qualitative part was collected through the semi-structured interview. The interview was done with 8 EFL teachers who have experienced scaffolded differentiation strategies to teach reading comprehension.
چکیده انگلیسی :
This study tried to examine the effect of using scaffolded differentiation strategies on reading comprehension improvement of the intermediate students. The challenges of using scaffolded differentiation strategies in EFL reading comprehension classes were also checked. The researcher selected 40 EFL learners with intermediate level. They were mixed learners from the institutes in Tehran. Nelson proficiency test, screening test, diagnostic test, progress monitoring test, outcome test and a semi-structured interview were used in the study. For the quantitative part the selected students were randomly divided in to four groups. Two were experimental groups and the rest were control ones. Each group consisted of 10 students. There were 15 sessions for the treatment. In the Experimental group the instructor used scaffolded differentiating strategies for improving reading comprehension of the students and in the control group the teachers used ordinary methods. A test which subdivides the broad area into specific skills, in this case referential reading comprehension and literal reading comprehension, was administered before and after the intervention. The questions were constructed in the related course of study. The result of the post test showed that ‘referential reading comprehension’ of the experimental group was noticeably greater than that of the control one but literal reading comprehension was not highly influenced by applying scaffolded differentiation. Data for the qualitative part was collected through the semi-structured interview. The interview was done with 8 EFL teachers who have experienced scaffolded differentiation strategies to teach reading comprehension.
