Applying Scaffolding Types in Reading Classes: Different Experimental Situations
محورهای موضوعی : نشریه زبان و ترجمهNoushin Asadipiran 1 , Shahram Afraz 2 , Seyyed Ayatollah Razmjoo 3
1 - Department of Languages and Literature, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
3 - Department of language and Linguistic, Shiraz University, Shiraz, Iran
کلید واژه: Reading Ability, reading strategy, Scaffolding types,
چکیده مقاله :
The present mixed-method research has been prepared to probate scaffolding types on EFL learners’ reading ability and reading strategy. To achieve this end, a multiphase design was implemented and the researchers recruited a total number of 80 intermediate students from Azad University of Bandar Abbas in Iran. The sample was divided into four groups as soft scaffolding group, hard scaffolding group, reciprocal scaffolding group, and virtual scaffolding group. The participants of these groups sat for a pretest of reading comprehension, a posttest of reading comprehension, along a test of reading strategies. In addition, the students’ self-reports and portfolios and the researchers’ observations and notes through filling out the checklists were used. Considering the students’ reading ability development, the results indicated that complex scaffolding enjoyed the highest mean on the posttest of reading. Regarding reading strategies, the findings highlighted that different scaffolding treatments had effects on the development of global, problem solving, and supporting reading strategies among the learners. The hard-scaffolding group had the highest use of reading strategies followed by the virtual scaffolding group. The reciprocal and soft scaffolding groups similarly had less use of reading strategies.
تحقیق ترکیبی حاضر برای اثبات انواع داربست در زبان آموزان زبان انگلیسی تهیه شده است.توانایی خواندن و استراتژی خواندن برای دستیابی به این هدف، یک طرح چند فازی اجرا شد وپژوهشگران در مجموع 80 نفر از دانشجویان مقطع متوسطه دانشگاه آزاد بندرعباس را انتخاب کردنددر ایران. نمونه به چهار گروه داربست نرم، گروه داربست سخت تقسیم شد..گروه داربست متقابل و گروه داربست مجازی. شرکت کنندگان این گروه ها یک نشستندپیش آزمون درک مطلب، پس آزمون درک مطلب، همراه با آزمون راهبردهای خواندن.علاوه بر این، خود گزارش‌ها و نمونه کارها و مشاهدات و یادداشت‌های محققین از طریقبرای تکمیل چک لیست ها استفاده شد. با توجه به رشد توانایی خواندن دانش آموزان، نتایجنشان داد که داربست های پیچیده بالاترین میانگین را در پس آزمون خواندن داشتند. با توجهبا مطالعه راهبردهای مطالعه، یافته‌ها نشان داد که درمان‌های مختلف داربست تأثیراتی بر روی آن دارد.توسعه راهبردهای جهانی، حل مسئله و حمایت از خواندن در میان فراگیران. درگروه داربست سخت بیشترین استفاده را از راهبردهای خواندن داشتند و سپس داربست مجازیگروه گروه های داربست متقابل و نرم به طور مشابه استفاده کمتری از راهبردهای خواندن داشتند.
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