Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

Obeiah, Salameh Fleih; Bataineh, Ruba Fahmi

doi:10.17951/lsmll.2015.39.2.106

Cited by 10 publications

(14 citation statements)

References 13 publications

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“…Similarly, Leloup and Ponterio (2005) consider peer interaction as a fundamental element for discourse advancement. Besides, such findings are bolstered by similarly previous research on reading, writing, and listening (Ableeva, 2010;Obeiah & Bataineh, 2015;Wachyunni, 2015).…”

Section: Aiseesupporting

confidence: 63%

“…However, teaching oral skills and developing learners' speaking CAF has been one of the main challenges of teachers, scholars, and researchers in teaching and learning field (Alonso, 2014;Ellis, 2000). On the other hand, the efficacy of scaffolding in academic context has been approved by some studies, however their main focuses were on receptive skills (Ableeva, 2010;Wachyunni, 2015) or written outputs (Obeiah & Bataineh, 2015). Furthermore, no conclusive study compared the effects of symmetrical and asymmetrical scaffolding on learners' speaking CAF.…”

Section: Speakingmentioning

confidence: 99%

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The Effects of Symmetrical and Asymmetrical Scaffolding on Speaking Complexity, Accuracy, and Fluency

Ghasedi

Okati

Mashhady

et al. 2018

IEFLJ

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This experimental study was set ought to explore the efficacy of symmetrical and asymmetrical scaffolding in boosting speaking complexity, accuracy, and fluency among 38 upper-intermediate EFL learners. To this end, the participants were assigned into random, homogeneous, and heterogeneous groups. The control group participated in normal speaking classroom, while the experimental groups shared their ideas and collaboratively complete tasks related to 7 lessons of New Interchange 2 during 15 sessions. Two different versions of IELTS speaking test were used as pre/post-test. The data were audio recorded and transcribed for statistical analysis. The results of Multivariate tests revealed that there was a statistically significant difference between the mean scores of control and experimental groups on complexity and fluency. On the other hand, descriptive statistics showed the superiority of heterogeneous groups over homogeneous ones. However, the results of Independent sample t-test indicated that the differences between homogeneous and heterogeneous groups reached the significant level just for complexity not fluency and accuracy. Briefly, the results lead support to the Vegotsky�s (1978) socio-cultural theory. The findings and pedagogical implications were discussed in details at the end of the study.Keywords: accuracy, asymmetrical scaffolding, complexity, fluency, symmetrical scaffolding

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Section: Aiseesupporting

confidence: 63%

Section: Speakingmentioning

confidence: 99%

The Effects of Symmetrical and Asymmetrical Scaffolding on Speaking Complexity, Accuracy, and Fluency

Ghasedi

Okati

Mashhady

et al. 2018

IEFLJ

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“…The observation checklist consisted of 20 items along three domains: preparation and planning (5 items), DG procedures (12 items), and assessment (3 items). The student pre-/post-test consisted of one essay-writing question about education in Jordan, which was scored using Obeiah and Bataineh's (2015) adaptation of Wang and Laio's (2008) analytic scoring rubric along the sub-skills of focus, development, organization, conventions and word choice, as shown in Figure 1, below. (Obeiah and Bataineh, 2015).…”

Section: Sample Instruments and Data Collectionmentioning

confidence: 99%

“…Writing, often dubbed the neglected skill (Duncan, 1991;, is reported as a source of relatively considerable difficulty for learners of English as a second language (ESL) and foreign language (EFL) alike, which translates into weakness in these learners' written performance (Bataineh & Salah, forthcoming;Obeiah & Bataineh, 2015. Several scholars (e.g., Carson, 2001;Conner & Kaplan, 1987;Myles, 2002;Nik, Hamzeh & Rafidee, 2010;O'Mally & Chamot, 1990) attribute students' weakness in writing to linguistic factors (e.g., language interference, overgeneralization), affective and social factors (e.g., lack of self-esteem, attitudes toward the target language), learning styles (e.g., tolerance of ambiguity, field independence), learning strategies (e.g., monitoring errors, translation), and cognitive factors (e.g., language transfer, input, interaction).…”

Section: Introductionmentioning

confidence: 99%

To dictogloss or not to dictogloss

Younis¹,

Bataineh²

2016

Apples

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This study investigates the potential effect of a proposed dictogloss -based program on Jordanian EFL tenth-grade teachers' writing instruction and on their students' writing performance. The participants are 20 Jordanian EFL teachers and 96 tenth -grade students selected from the public schools of Al-Kourah Directorate of Education in the second semester of the academic year 2015/2016. The teachers were trained on both the theoretical and practical aspects of dictogloss. The students were divided into an experimental group (n=70) and a control group (n=26). The former was taught through dictogloss while the latter was taught per the guidelines of the Teacher's Book. Descriptive statistics were used to compare the teachers' performance on the one hand and that of the students on the other. The findings revealed that the level of teachers' instructional practices in writing was high on the three dimensions of the observation checklist (viz., preparation and planning, Dg procedures, and assessment), and that the teachers were reportedly highly satisfied with the content, method, and time of training as well as their interaction, motivation, and benefit. Moreover, statistically significant differences were found between the teachers' performance on the pre -and post-tests, which can be attributed to the training. The findings furth er revealed statistically significant differences not only among the students of the experimental group on the preand post-test but also in the overall writing performance of the experimental and control groups, in favor of the former.

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“…An extensive review of the literature on portfolio-based writing assessment and scaffolding writing instruction has only produced research conducted abroad (e.g., Barootchi & Keshavarz, 2002;Baradaran & Sarfarazi, 2011;Chen, 2006;Schwieter, 2010) and research by the current authors on the respective effect of scaffolding-based instruction and portfolio-based assessment on writing performance (Obeiah & Bataineh, 2015;2016). No research on the use of scaffolding-based instruction and portfolio-based assessment in the Jordanian classroom in general and the EFL classroom in particular has been found.…”

mentioning

confidence: 99%

The Effect of Scaffolding and Portfolio Assessment on Jordanian Efl Learners’ Writing

Bataineh

Obeiah²

2016

Indonesian J. Appl. Linguist

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<p>This study examines the potential effect of scaffolding-based instruction and portfolio-based assessment on Jordanian EFL tenth grade students’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study uses a quasi-experimental experimental/control group, pre-/posttest design. In the experimental group, 15 female tenth grade students from the North-Eastern Badia Directorate of Education (Jordan) were taught to generate ideas, structure, draft, and edit their written pieces using agency scaffolding, the scaffolding principles of contextual support, continuity, intersubjectivity, flow, contingency and handover, and a slightly adapted version of Hamp-Lyons and Condon’s (2000) Portfolio Model of collection, selection and reflection. A control group of 28 students were instructed conventionally per the guidelines of the teacher’s book. Using descriptive statistics and ANCOVA to analyze the students’ scores on the pre- and the posttests, the results showed that the group taught through scaffolding-based instruction and portfolio-based assessment outperformed the control group (at a≤ 0.05) in their overall writing performance and in their performance on the five writing sub-skills.</p>

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Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

Cited by 10 publications

References 13 publications

The Effects of Symmetrical and Asymmetrical Scaffolding on Speaking Complexity, Accuracy, and Fluency

The Effects of Symmetrical and Asymmetrical Scaffolding on Speaking Complexity, Accuracy, and Fluency

To dictogloss or not to dictogloss

The Effect of Scaffolding and Portfolio Assessment on Jordanian Efl Learners’ Writing

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