Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

Li, Dongying

doi:10.1177/1362168820903340

Cited by 42 publications

(34 citation statements)

References 61 publications

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“…First of all, the designed environmental properties directly influence learners’ perceptions. When curricula are designed, lessons are taught, relationships are built in a certain way to promote EFL learners’ critical thinking, this environment offers resources or opportunities that make critical thinking development more likely to happen (Li & Zhang, 2020; Liaw, 2007; Yang & Gamble, 2013). What students perceive in their learning context is a direct reflection of how both the curriculum and pedagogy are supportive and how the environment is conducive for a particular kind of learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating EFL Learners’ Perceptions of Critical Thinking Learning Affordances: Voices From Chinese University English Majors

2022

Sage Open

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Affordances are action possibilities provided by the environment. This study investigated university EFL learners’ perceptions of the critical thinking learning affordances in their course learning environment. The participants were a cohort of 156 fourth-year English majors from a Chinese university where the English department was under a curriculum reform to promote students’ language learning and critical thinking development. The instrument of this study was the Learning Environment Affordance Survey_Critical Thinking (LEAS_CT) with a set of multiple-choice questions. The data analysis methods used in the study included descriptive statistical analysis, factor analysis, and MANOVA tests. The results showed that the English majors had strongly positive perceptions of the critical thinking learning affordances, which included four types: Rich Resources, Interactive Negotiation, Quality Task, and Community Culture. The results also revealed that high-achieving students had significantly better perceptions of the critical thinking learning affordances than lower-achieving students. Responses to the multiple-choice questions indicated that the English majors considered content-rich materials, teacher-facilitation, and small-group/peer learning benefited them most in terms of critical thinking development. Factors that influenced their perceptions of learning affordances and implications concerning integrating critical thinking into the tertiary EFL curriculum were discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Investigating EFL Learners’ Perceptions of Critical Thinking Learning Affordances: Voices From Chinese University English Majors

2022

Sage Open

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“…Overall, positive findings support the applicability and efficiency of Pigai (Lin et al, 2020 ). For instance, Li and Zhang ( 2020 ) reported a positive role of Pigai in improving Chinese EFL learners' writing performance and writing self-efficacy by indicating errors in students' writing in real time and thereby enabling them to acquire vocabulary and sentence-construction knowledge. In contrast, some researchers have argued Pigai has deficits (Wu, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Yang-xi

Zhao

2021

Front. Psychol.

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Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse (a learning management system) and Icourse+Pigai (an automatic writing evaluation system), with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese undergraduate English as a foreign language (EFL) students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation (AWE) platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered.

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“…Previously, the studies predominantly focused on using scaffolding strategies to develop a particular communicative skill as witnessed in (Ahmadi & Rozati, 2017), (Rezaee, Farahani & Mubarak (2018), (Rababah & Almwajeh, 2018) and (Azir, 2019) to mention but a few. Another recent study exclusively deals with a content language integrated learning (Li & Zhang, 2020), but without any focus on perceptions and the active awareness of employing befitting scaffold while teaching in the classroom. Few studies attempted to investigate the phenomenon from the perception lens.…”

Section: Review Of the Literaturementioning

confidence: 99%

An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes

Awadelkarim

2021

JLLS

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This study examines the effectiveness of scaffolding in the context of Majmaah University EFL. It does so by exploring the attitudes and perceptions of a randomly selected group of (30) EFL instructors of various backgrounds and degrees. Theoretically, it is informed by a medley of relevant theories and approaches Vygotsky's Sociocultural Theory of Learning, Bakhtin's Dialogism and Habermas' Communicative Rationality. Methodologically, a combination of a questionnaire (23 participants) and focus group discussions (FGD) (7 participants) were employed to collect the data and then analyze it using a pertinent tool for each instrument. The three questions the paper set out to answer were: 1) what are the perceptions and attitudes of Majmaah University EFL teachers towards scaffolding? 2) To what extent are they aware of scaffolding in teaching? 3) What is their attitude for practicing scaffolding in pedagogical contexts?. Even though the analysis largely revealed that the participants practiced scaffolding in some way or the other and that their attitudes and perceptions regarding practical pedagogical scaffolding were exceedingly positive, there were, nonetheless, interesting complexities unveiled all along. Contrary to the seemingly participants' perception of a strong belief of their knowledge of the principles and approaches underlying scaffolding, profound analysis suggests that they, in fact, lack adequate relevant knowledge/competence. The participants appeared less confident of their beliefs when it comes to practical and pedagogical scaffolding. The major contribution of this paper lies in the apparent gap it fills with its narrow focus on the instructors' attitudes and perceptions alongside its innovative employment of focus group discussion (FGD) as an effective research tool.

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Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach

Cited by 42 publications

References 61 publications

Investigating EFL Learners’ Perceptions of Critical Thinking Learning Affordances: Voices From Chinese University English Majors

Investigating EFL Learners’ Perceptions of Critical Thinking Learning Affordances: Voices From Chinese University English Majors

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes

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