Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

Berenji, Sepideh

doi:10.1155/2021/6766793

Cited by 7 publications

(4 citation statements)

References 34 publications

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“…These advancements, evidenced by significant pre-and post-test differences at the 0.05 level, favouring the post-application phase, suggest a powerful motivating influence attributed to Gemini. These findings resonate with several established theoretical frameworks that suggest the positive effectiveness of AI applications and programmes in nurturing language learning motivation (Arini et al, 2022;Berenji & Saeidi, 2017;Pataranutaporn et al, 2022). Notably, Gemini appears to address these crucial elements by offering distinct advantages.…”

Section: The Impact Of Gemini On Efl Student Motivations To Learnsupporting

confidence: 80%

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

Alnasib,

Alharbi

2024

WJEL

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The current study aimed to identify the challenges students encountered when using Gemini to learn English as a Foreign Language (EFL) and how successfully it motivates undergraduate students to learn the language in classroom settings. A pre-post quasi-experimental design was used, and data was gathered through an online questionnaire. One hundred fifty female EFL students participated. The results showed statistically significant differences, at the 0.05 significance level, between the study sample’s mean comments about how well Gemini as an AI tool motivates undergraduate students to learn EFL. The observed variations in the study significantly support the post-application stage. However, several challenges were identified in implementing Gemini in EFL, including repetitive words, limited vocabulary (62%), lengthy and non-concise answers (57.3%), uncertainty about information accuracy (49.3%), unclear question format comprehension (42%), and an abundance of similar information sources (39.3%). These findings call for further investigation to maximise Gemini’s potential and address both its promises and challenges, ultimately improving the EFL learning experience for all students.

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Section: The Impact Of Gemini On Efl Student Motivations To Learnsupporting

confidence: 80%

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

Alnasib,

Alharbi

2024

WJEL

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“…This assess the whole predictions and revise those which were found to be inappropriate. Post-reading questions served as a measure for comprehension and as a measure of interpreting the predications about the text.These results were supported by Berenji, (2021);Ahmadi & Motaghi (2021); and Tunga, (2021).…”

Section: Second: Reading Comprehension Skillssupporting

confidence: 60%

"A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".

Abo-Shosha.

2023

CDELT Occasional Papers in the Development of English Education

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The primary aim of the research was to investigate the effect of a training program based on metacognitive strategies for enhancing reading comprehension among low-achieving students and to explore the correlation between students' use of metacognitive strategies and their comprehension levels. The study critiques prevailing pedagogical practices in EFL preparatory schools, emphasizing the hindrance of active student engagement in reading tasks due to the persistence of traditional teaching methods. To identify crucial reading comprehension skills requiring development among low-achievers, a meticulously constructed checklist, validated by an expert panel in EFL teaching and learning, was employed. This checklist informed the creation of a pre-/post-reading comprehension test. The quasi-experimental design employed in the study reveals statistically significant improvements in overall reading comprehension and sub-skills among participants exposed to the metacognitive strategies program. The study recommends integrating this program into preparatory education, underscoring the importance of considering individual differences and learning styles. English language educators are encouraged to incorporate metacognitive strategies into their teaching methodologies, considering the diverse profiles of Egyptian EFL preparatory school students. Overall, the research provides valuable insights into addressing reading comprehension challenges and suggests practical strategies for pedagogical improvement in EFL contexts.

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“…Thus, metacognitive scaffolding, which was composed of PME processes such as planning, monitoring, and evaluating (Hannafin et al, 1999) was evidently accepted by the students to help them gain grammatical knowledge with conditional sentences. Many studies also affirmed that metacognitive scaffolding had a positive impact on the development of four language skills (Berenji, 2021;Jafari et al, 2021;Rahmat et al, 2021;Safa & Motaghi, 2021).…”

Section: Discussionmentioning

confidence: 98%

Enhancing English Conditional Sentences Among Efl Undergraduates Through Scaffolding Techniques

THURATHAM

2024

ILS

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Students have the potential to progress to a higher level in their language learning and development. To test this hypothesis, this research aims to 1) examine how scaffolding techniques improve English as a Foreign Language (EFL) students’ understanding of conditional sentences, and 2) investigate the students’ attitudes towards the use of scaffolding techniques in the if-conditional instruction. The participants were 27 English major students in a public university in Thailand. Two instruments were used to collect the data: two sets of tests on conditional sentences and a questionnaire. The data were analysed by using the SPSS software (version 20) and were converted into mean scores and standard deviations. The results from a paired t-test demonstrated that there were significant differences between the pre-test and post-test. Thus, it can be indicated that scaffolding techniques, namely, conceptual, metacognitive, strategic, and procedural could reinforce the students’ grammatical knowledge of conditional sentences. Additionally, the results from the questionnaire acknowledged that the students had positive attitudes towards the use of scaffolding techniques in the if-conditional instruction. Therefore, scaffolding techniques can be regarded as effective techniques that help EFL students overcome their grammatical difficulties with if-conditionals and reach higher achievement in their language learning.

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Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

Cited by 7 publications

References 34 publications

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

"A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".

Enhancing English Conditional Sentences Among Efl Undergraduates Through Scaffolding Techniques

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