The Impact of Teacher Scaffolding on Iranian Intermediate EFL Learner's Listening Comprehension Achievement

Talebinejad, Mohammad Reza; Akhgar, Farzad

doi:10.17507/tpls.0505.27

Cited by 11 publications

(7 citation statements)

References 13 publications

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“…Scaffolding has proven useful in developing students' listening skills as well. Talebinejad and Akhgar (2015) confirmed that teachers' scaffolding has a significant impact on learners' listening achievements.…”

Section: Literature Reviewmentioning

confidence: 66%

The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities

Alwahibee¹

2019

IJEL

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This study investigated the extent to which scaffolding techniques improve Saudi English-language students’ speaking abilities. The study’s main aims involved determining why most Saudi students do not want to participate in communication tasks and activities and identifying other ways to encourage teachers and students to be more active during speaking classes. A mixed-methods technique, a special rubric, and an attitude questionnaire to collect this study’s data were used. The participants included 50 students from Level 3 in the Department of English Language and Literature at the College of Languages and Translation at Al-Imam Mohammed Bin Saud Islamic University. The experiment lasted for 7 weeks. A teacher met with each group for 2 hours per week. The participants were divided into two groups and experimental and a control group of 25 students each. The experimental group used various scaffolding techniques in each session—which allowed the learners to use their existing knowledge, skills, and strategies in several contexts and for many purposes when speaking. The control group received standard speaking instruction, in which the teacher gave the students time to speak freely without intervention. An independent-sample t test for was used of the analysis. The posttest results showed that the experimental group’s speaking ability improved after the pretest. Moreover, the posttests’ overall results indicated that the experimental group outperformed the control group. This result emphasized the usefulness of using new techniques to teach speaking to nonnative speakers.

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Section: Literature Reviewmentioning

confidence: 66%

The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities

Alwahibee¹

2019

IJEL

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“…According to the research done by Wallace (2014), students who learn background information have a more comprehensive understanding of the course content and participate in the class more than others. Scaffolding has proved useful in promoting learners' writing skills (Lai & Calandra, 2010) and listening ability (Talebinejad & Akhgar, 2015).…”

Section: English Immersion Programmentioning

confidence: 99%

Correlates of English Immersion Program: A Study of Academic Performance and Gender Differences among ESL Chinese Students

Echiverri¹,

Shang²,

Li³

2022

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Wenzhou-Kean University (WKU), a Sino-US Cooperative University in China, adopts the English Immersion Program across curricular programs. Perceived positive influences on students' learning of this instructional model remain scarce. Hence, this paper aimed to determine the correlation between the English Immersion Program, Academic Performance, and Gender among Chinese-ESL students at WKU. Convenience, random, and snowball sampling of 283 students, a response rate of 10.5%, were applied to represent the WKU student population. Descriptive-correlational design for data analysis was used in this cross-sectional research project. Conclusively, findings revealed a significant strong positive relationship between course type, immersion location, instructional design, and academic performance. Course length and academic performance showed a significant moderate positive relationship. Gender and English Language Learning significantly differ. Male students hold higher perceptions of their writing skills and knowledge mastery in learning efficiency. Other indicators do not. Interestingly, findings showed no significant difference in students' subjective assessment in their listening, reading, and writing skills in comparison to the objective assessments provided by external institutions.

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“…Another attitudinal aspect concerns students' attitudes toward the learning environment. It is believed that language teachers' behaviors and characteristics could have an effect on students' achievement ( Nouri, 2015;Swanson, 2013;Talebinejad & Akhgar, 2015). Likewise, students' perception of the teacher could also have an effect on their achievement.…”

Section: Integrativenss and Attitudementioning

confidence: 99%

Anxiety in Chinese Language Learning: Relationship to Motivation, Attitude, and Achievement

Wang¹,

Du²

2020

EJREP

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Introduction. In the past decades, studies have been conducted to explore the role of anxiety in the learning of Western languages such as English, French, and Spanish. However, when it comes to the predictive relationship between anxiety, motivation, attitude, and Chinese achievement, the findings are inconclusive. This study aims to test a model of relationship among anxiety, motivation, integrativeness, attitude, and Chinese achievement. Method. Structural equation modeling was conducted on a sample of 223 international students enrolled in Chinese courses at a university in China. A total of 14 variables indicating anxiety, motivation, integrativeness, attitudes toward the learning situation, and Chinese achievement were included in the analysis. Results. Results indicated that students of Chinese experienced a moderate level of anxiety in Chinese learning. Anxiety had a direct and negative effect on Chinese achievement. Positive attitudes toward the learning situation had a positive effect on students' motivation to learn. However, in the current sample, integrativeness and motivation are not separable, instead they formed a general motivation construct that predicted students' course grades but not proficiency test grades. Discussion and Conclusion. The results of structural equational modeling generally confirmed Gardner's socio-educational model of second-language acquisition. Consistent with previous literature on second language anxiety, this study found a small negative effect of anxiety on achievement and a strong positive effect of attitudes toward the learning situation on motivation. In addition, motivation predicted Chinese achievement when it is measured by course grade. It is therefore appropriate to conclude that anxiety and motivation both contributed to the prediction of Chinese achievement when it was measured by course grade.

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The Impact of Teacher Scaffolding on Iranian Intermediate EFL Learner's Listening Comprehension Achievement

Cited by 11 publications

References 13 publications

The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities

The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities

Correlates of English Immersion Program: A Study of Academic Performance and Gender Differences among ESL Chinese Students

Anxiety in Chinese Language Learning: Relationship to Motivation, Attitude, and Achievement

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