The Impact of Teachers’ Scaffolding on Iranian High School Students’ Reading Comprehension

Rahimi, Ali; Ghanbari, Nahid

doi:10.1016/j.sbspro.2011.11.193

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…Almost all literature reviewed has dealt with the impact of using scaffolding strategies for developing reading comprehension skills (e.g. Rahimi & Ghanbari, 2011), enhancing computer skills (Yelland & Masters, 2007), and metacognitive skills in reading (Royanto, 2012). Certain studies compared the effectiveness of scaffolding strategies used by two teachers to decide on which is more effective to adopt (Chi, 2007).…”

Section: Discussionmentioning

confidence: 99%

Scaffolding Reading Comprehension Skills

Salem¹

2016

ELT

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The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students' comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

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Section: Discussionmentioning

confidence: 99%

Scaffolding Reading Comprehension Skills

Salem¹

2016

ELT

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“…The results emphasized that explicit teaching could effective influenced in students' use of DMs. Rahimi and Ghanbari (2011) investigated the relationship between the use of DMs and writing quality in two different kinds of essays (argumentative and expository) in a context of Iranian undergraduate EFL students. He applied a quantitative method of analysis.…”

Section: Review Of Literaturementioning

confidence: 99%

Dominant and Gender-Specific Tendencies in the Use of Discourse Markers: Insights from EFL Learners

Tavakoli

Karimnia

2017

WJEL

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This study followed two objectives: it primarily investigated the types of discourse markers (DMs) used in thespoken language of Iranian advanced EFL learners, and then explored the possible impact of gender on theparticipants’ use of DMs. To this end, 40 male and female EFL learners selected from an English language instituteparticipated in this study. The data were gathered through class observations. The researchers used Fraser’staxonomy of DMs and Fung’s category of interpersonal DMs as the theoretical framework of the study. To analyzethe data descriptive and inferential statistics were used. Results of the frequency test revealed that “and” was themost commonly used elaborative DM, whereas “but” was the most frequent contrastive DM. “Because” and “by theway” were respectively the only reason and topic-related DMs used by the participants, while “sure” was the mostfrequent interpersonal DM. In addition, results of the chi-square test revealed that learners significantly employedinterpersonal DMs more than the other sub-classes of DMs. Concerning the role of gender in the use of DMs, resultsdemonstrated that females significantly used more DMs compared with the males.

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“…They identified a total of 55 strategies serving various functions, categorizing them into linguistic, cognitive, social, cultural, metacognitive, and affective categories. Furthermore, other studies have ventured into exploring the impact of scaffolding strategies on all four language skills: reading (Ghaffarsamar & Dehghan, 2013;Rahimi & Ghanbari, 2011;Bhooth et al, 2014), speaking (Abdul-Majeed & Muhammad, 2015;Ezza, 2013), writing (Veerappan, Suan & Sulaiman, 2011;Zarandi & Rahbar, 2014;Chairinkam &Yawiloeng, 2021), andlistening (Ahmadi Safa &Rozati, 2016). These investigations collectively highlight the significant benefits of scaffolding in enhancing language learning across various language skills.…”

Section: Discussionmentioning

confidence: 99%

A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

KARAFİL,

UYSAL İLBAY

2024

International Journal of Academic Research in Education

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In higher education, it is anticipated that English students should possess both proficiency in language and the capacity for critical thinking. Nonetheless, the dynamics of English as foreign language (EFL) classrooms often reveal a tendency for teachers to exert significant control over the class. Thus, this study aims to discover the scaffolding strategies applied by the teacher in an online EFL class in terms of classroom interactional competence (CIC). The participants were twelve English preparatory class students studying at A2 level of a state university in Türkiye. The majority of the students were Turkish and one of them was Somalian. They were enrolled in the same class. In the application process, the Microsoft Teams educational platform was used, and the lesson was conducted synchronously through this platform. The lesson lasted ninety minutes. By adopting a conversational analysis (CA) approach, a ninety-minute online English class was critically examined within the scope of Walsh’s (2006) self-evaluation of teacher talk (SETT) framework and concept of CIC. The interaction was analyzed by specifically focusing on scaffolding mechanism. According to the findings, the teacher was found to apply restating, reformulation, inviting participation from students, providing explanation, modelling, extension, further explaining students’ understanding and checking scaffolding strategies.

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The Impact of Teachers’ Scaffolding on Iranian High School Students’ Reading Comprehension

Cited by 5 publications

References 12 publications

Scaffolding Reading Comprehension Skills

Scaffolding Reading Comprehension Skills

Dominant and Gender-Specific Tendencies in the Use of Discourse Markers: Insights from EFL Learners

A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

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