English language teaching
Giti Mousapour Negari; Maryam Zeynali
Abstract
Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs ...
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Computer-Mediated Communication (CMC) modes can ease scaffolding through multimodality in collaborative writing tasks. However, there is an ongoing debate regarding synchronous and asynchronous CMC environments. Additionally, there are conflicting results regarding gender’s pedagogical beliefs in CMC applications. The current study aimed to explore if there is a difference between synchronous and asynchronous multimodal scaffolding on the freewriting complexity of EFL learners. Besides, genders’ perceptions about applying multimodal scaffolding were compared. Participants were 84 EFL learners who randomly assigned into three groups. For the pre-test, a picture, podcast, and movie were shared, and the participants were asked to complete their freewriting tasks individually within the allocated time. For treatment, one experimental group was scaffolded in a synchronous environment by sending messages on WhatsApp, and the other experimental group experienced asynchronous scaffolding via email. The results indicated that multimodal scaffolding is beneficial. However, no significant difference was found between the writing complexity of synchronous and asynchronous groups. Furthermore, a significant difference between males’ and females’ tendency to use multimodal scaffolding was uncovered. The findings highlighted the role synchronous and asynchronous multimodal scaffolding can play in collaborative writing tasks
English language teaching
Manoochehr Jafarigohar; Fatemeh Zununi Vahed; Abdullah Sarani; Ali Hadavizadeh; Hoda Divsar
Abstract
Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and ...
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Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and filled out two sets of related questionnaires twice, administered at the outset and the end of the course. The transcribed data including the class interactions and intervention strategies were organized into contingent or non-contingent fragments based on models’ criteria. According to the results of the Wilcoxon rank test and the Paired Sample t-test, there was a significant difference between the results of the pre and post-tests in the two mentioned levels for the two constructs. Furthermore, the results of the Single Sample t-test showed that the CSF was more utilized than the MCT in both levels. Moreover, the intervention strategies of the MCT significantly differed in the two levels. Questioning was a highly used strategy at both levels. Hints and modeling were the least utilized strategies in elementary and advanced levels, respectively. Therefore, such contingent symbiosis could have prolific results in self-regulation and gaining willingness to communicate
