Impact of scaffolding on complexity and accuracy of Iranian EFL learners' narrative writing
Article Sidebar
Published
Dec 31, 2015
Main Article Content
Abstract
From the perspective of sociocultural theory (SCT), knowledge of an L2 is constructed and internalized through interaction. This is at odds with the "computational model" of learning that focuses on psycholinguistic processes isolated from social context. The present study was an attempt to investigate whether scaffolding, one of the key constructs of SCT, had any significant effect on complexity and accuracy of Iranian EFL leaners' narrative writing. Thirty eight (n=38) Iranian EFL learners learning English at a language institute within two intact groups (Experimental group=18, control group=20) took part in the study. The treatment lasted for one semester during which the participants wrote four narrative writings based on their course book. The writings of the two groups were rated in terms of syntactic complexity and accuracy. The results of the study showed that scaffolding turned out to have a significant effect on complexity and accuracy of Iranian EFL learners' narrative writing. In other words, the participants in the experimental group who experienced different kinds of scaffolding i.e. expert scaffolding, reciprocal scaffolding and self-scaffolding, could write more complex and more accurate narratives, as compared with those in the control group for whom scaffolding was not practiced.
Keywords: EFL, scaffolding, sociocultural theory, language teaching.
Downloads
Download data is not yet available.
Article Details
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).
References
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483.
Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. NAEYC Research into Practice Series. Volume 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog# 146).
Beyer, B. (1985). Critical thinking: What is it? Social Education, 49(4), 270-276.
Bodrova, E., & Leong, D. J. (1998). Scaffolding emergent writing in the zone of proximal development. Literacy, 3(2), 1-18.
Chi, F. M. (2007). Scaffolding EFL learners' reading comprehension of texts. Department of Foreign Languages and Literature, National Chung Cheng University, Taiwan.
Clay, M. M. (2005). Literacy lessons designed for individuals: Teaching procedures. Portsmouth, NH: Heinemann.
Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: producing an academic essay. ELT journal, 57(2), 158-166.
De Guerrero, M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 51-68.
Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284-302.
Eisele, B., Eisele, Y, C., Hanlon, Y. R., & Hanlon, M. S. (2012). Hip Hip Hooray! 2nd Edition Book 5. Japan: Pearson ELT. http://www.hiphiphoorayonline.com/
Ellis, R. (2004). The effect of planning on fluency, complexity and accuracy in second language narrative writing. Cambridge University Press.
Ellis, R. ( 2008). The study of second language acquisition. Oxford University Press.
Ellis, R. (2005). Planning and task performance in a second language. John Benjamin Publishing Company.
Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied linguistics, 26(3), 402-430.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127-143.
Hunt, K. W. (1965). Grammatical structures written at three grade levels. NCTE Research Report No. 3.
Ishikawa, T. I. (2006). The effect of task complexity and language proficiency on task-based language performance. The Journal of Asia TEFL, 3(4), 193-225.
Ko, J., Schallert, D. L., & Walters, K. (2003). Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task. Tesol Quarterly, 37(2), 303-324.
Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619.
Maybin, J., Mercer, N., & Stierer, B. (1992). Scaffolding learning in the classroom. In K. Norman (Ed.), Thinking voices: The work of the national oracy project (pp. 186-195). London: Hodder & Stoughton.
Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-Learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-121.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
Rahimi, A., & Askari Bigdeli, R. (2014). Iranian EFL learners at loggerheads with perceived social support. Journal of Research in English Language Teaching (IJR-ELT), 1(3), 31-38.
Rahimi, A., & Askari Bigdeli, R. (2014). The dynamicity and flexibility of EFL teachers' role identities in language institutes. ABAC Journal, 34(2), 46-55.
Rahimi, A., & Chabok, S. (2013). EFL teachers' levels of reflective teaching and their conceptions of teaching and learning. Journal of Advanced Social Research, 3(1), 12-29.
Rahimi, A., & Tahmasebi, S. (2010). Mediating Iranian EFL Learners: Private Speech and Scaffolding in Reading Comprehension. LiBRI. Linguistic and Literary Broad Research and Innovation, 1(2), 56-71.
Rose, D., Lui-Chivizhe, L., McKnight, A., & Smith, A. (2003). Scaffolding academic reading and writing at the Koori Centre. The Australian Journal of Indigenous Education, 32, 41-49.
Sawyer, R. Keith. (2006). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.
Schwieter, J. W. (2010). Developing second language writing through scaffolding in the ZPD: A magazine project for an authentic audience. Journal of College Teaching and Learning, 7(10), 31-46.
Smagorinsky, P. (2007). Vygotsky and the social dynamic of classrooms. English Journal, 97(2), 61-66.
Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wass, R, Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317-328.
Wong, J. K. K. (2004). Are the Learning Styles of Asian International Students Culturally or Contextually Based?. International Education Journal, 4(4), 154-166.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Yelland, N., & Masters, J. ( 2005). Rethinking scaffolding in the information age. Computers & Education. 48, 362-382.
Yuan, F., & Ellis, R. (2003). The Effects of Pre‐Task Planning and On‐Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied linguistics, 24(1), 1-27.
Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. NAEYC Research into Practice Series. Volume 7. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426 (NAEYC catalog# 146).
Beyer, B. (1985). Critical thinking: What is it? Social Education, 49(4), 270-276.
Bodrova, E., & Leong, D. J. (1998). Scaffolding emergent writing in the zone of proximal development. Literacy, 3(2), 1-18.
Chi, F. M. (2007). Scaffolding EFL learners' reading comprehension of texts. Department of Foreign Languages and Literature, National Chung Cheng University, Taiwan.
Clay, M. M. (2005). Literacy lessons designed for individuals: Teaching procedures. Portsmouth, NH: Heinemann.
Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: producing an academic essay. ELT journal, 57(2), 158-166.
De Guerrero, M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 51-68.
Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284-302.
Eisele, B., Eisele, Y, C., Hanlon, Y. R., & Hanlon, M. S. (2012). Hip Hip Hooray! 2nd Edition Book 5. Japan: Pearson ELT. http://www.hiphiphoorayonline.com/
Ellis, R. (2004). The effect of planning on fluency, complexity and accuracy in second language narrative writing. Cambridge University Press.
Ellis, R. ( 2008). The study of second language acquisition. Oxford University Press.
Ellis, R. (2005). Planning and task performance in a second language. John Benjamin Publishing Company.
Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied linguistics, 26(3), 402-430.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127-143.
Hunt, K. W. (1965). Grammatical structures written at three grade levels. NCTE Research Report No. 3.
Ishikawa, T. I. (2006). The effect of task complexity and language proficiency on task-based language performance. The Journal of Asia TEFL, 3(4), 193-225.
Ko, J., Schallert, D. L., & Walters, K. (2003). Rethinking scaffolding: Examining negotiation of meaning in an ESL storytelling task. Tesol Quarterly, 37(2), 303-324.
Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619.
Maybin, J., Mercer, N., & Stierer, B. (1992). Scaffolding learning in the classroom. In K. Norman (Ed.), Thinking voices: The work of the national oracy project (pp. 186-195). London: Hodder & Stoughton.
Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-Learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-121.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
Rahimi, A., & Askari Bigdeli, R. (2014). Iranian EFL learners at loggerheads with perceived social support. Journal of Research in English Language Teaching (IJR-ELT), 1(3), 31-38.
Rahimi, A., & Askari Bigdeli, R. (2014). The dynamicity and flexibility of EFL teachers' role identities in language institutes. ABAC Journal, 34(2), 46-55.
Rahimi, A., & Chabok, S. (2013). EFL teachers' levels of reflective teaching and their conceptions of teaching and learning. Journal of Advanced Social Research, 3(1), 12-29.
Rahimi, A., & Tahmasebi, S. (2010). Mediating Iranian EFL Learners: Private Speech and Scaffolding in Reading Comprehension. LiBRI. Linguistic and Literary Broad Research and Innovation, 1(2), 56-71.
Rose, D., Lui-Chivizhe, L., McKnight, A., & Smith, A. (2003). Scaffolding academic reading and writing at the Koori Centre. The Australian Journal of Indigenous Education, 32, 41-49.
Sawyer, R. Keith. (2006). The Cambridge handbook of the learning sciences. New York: Cambridge University Press.
Schwieter, J. W. (2010). Developing second language writing through scaffolding in the ZPD: A magazine project for an authentic audience. Journal of College Teaching and Learning, 7(10), 31-46.
Smagorinsky, P. (2007). Vygotsky and the social dynamic of classrooms. English Journal, 97(2), 61-66.
Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
Wass, R, Harland, T., & Mercer, A. (2011). Scaffolding critical thinking in the zone of proximal development. Higher Education Research & Development, 30(3), 317-328.
Wong, J. K. K. (2004). Are the Learning Styles of Asian International Students Culturally or Contextually Based?. International Education Journal, 4(4), 154-166.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Yelland, N., & Masters, J. ( 2005). Rethinking scaffolding in the information age. Computers & Education. 48, 362-382.
Yuan, F., & Ellis, R. (2003). The Effects of Pre‐Task Planning and On‐Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied linguistics, 24(1), 1-27.