Effects of Scaffolding Instruction on Chinese EFL Students’ English Learning Autonomy and Academic Achievemen
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of study is to investigate the effect of scaffolding instruction on Chinese EFL students’ English learning autonomy and their academic achievement. A total of 101 college students participate in the current study. They are freshmen students taking an English class at a university in China. For the study, the participants are randomly divided into an experimental group (n=49) and a control group (n=52). During the 18-week experimental period, the experimental group receives scaffolding instruction while the control group joins traditional instruction. To confirm the effects of scaffolding instruction on English learning autonomy, the pre- and post-surveys are conducted before and after the experiment. In order to compare the influence of two different types of instructions on academic achievement, pre- and post-tests are also administered at the beginning and the end of the study. Independent samples t-tests are run to analyze the collected data. The findings are as follows: First, scaffolding instruction is effective regarding EFL learning autonomy compared to traditional instruction. Scaffolding instruction also has a statistically significant effect on the students’ academic achievement. Based on the findings, the limitations of present study and pedagogical implications for future studies are provided. Scaffolding instruction can increase EFL students’ learning autonomy and academic achievement.
Abstract
The purpose of study is to investigate the effect of scaffolding instruction on Chinese EFL students’ English learning autonomy and their academic achievement. A total of 101 college students participate in the current study. They are freshmen students taking an English class at a university in China. For the study, the participants are randomly divided into an experimental group (n=49) and a control group (n=52). During the 18-week experimental period, the experimental group receives scaffolding instruction while the control group joins traditional instruction. To confirm the effects of scaffolding instruction on English learning autonomy, the pre- and post-surveys are conducted before and after the experiment. In order to compare the influence of two different types of instructions on academic achievement, pre- and post-tests are also administered at the beginning and the end of the study. Independent samples t-tests are run to analyze the collected data. The findings are as follows: First, scaffolding instruction is effective regarding EFL learning autonomy compared to traditional instruction. Scaffolding instruction also has a statistically significant effect on the students’ academic achievement. Based on the findings, the limitations of present study and pedagogical implications for future studies are provided. Scaffolding instruction can increase EFL students’ learning autonomy and academic achievement.
참고문헌 (56)
- Akani, O., "Impact of instructional scaffolding on students’ achievement in Chemistry in secondary schools in Ebonyi State of Nigeria", International Journal of Education, Learning and Development, 3(7), pp.74~83 (2015)[DOI]
- Annelies, R., "Scaffolding information problem solving in web-based collaborative inquiry learning", Computer & Education, 59(1), pp.82~94 (2012)
- Beckett, Gulbahar H, "The Project Framework: A Tool for Language, Content, and Skills Integration", ELT journal, 59(2), pp.108~116 (2005)
- Benson, Phi, "Practical English Language Teaching", pp.289~308 (2003), Mcgraw Hill
- Broady, E., "Promoting Learner Autonomy in University Language Teaching", pp.215~236 (1996), Association for French Language Studies
- Bruner, J., "The Role of Dialogue in Language Acquisition in The child’s conception of Language", pp.19~20 (1978), Springer-Verlag
- Carol, D., "The impact of metacognitive scaffolding and monitoring on reading comprehension", System, 42(1), pp.462~473 (2014)
- Chang, Kuo-En, "The Effect of Concept Mapping to Enhance Text Comprehension and Summarization", The Journal of Experimental Education, 71(1), pp.5~23 (2002)
- Chen, G. D., "Promoting Autonomy and Ownership in Students Studying English Using Digital Comic Performance-Based Learning", Educational Technology Research and Development, 66(4), pp.955~978 (2018)
- Chen, X. Z., "Experimental Research on Scaffolding Teaching Method in the Teaching of English Writing in Senior High School", Master’s, pp.2017
- Chen, X. R., "An Empirical Study of Scaffolding Instruction for the Development of Chinese Non-English Majors’ Learning Autonomy", Master’s, pp.2014
- Clark, Kathleen F, "Scaffolding Students’ Comprehension of Text", The Reading Teacher, 58(6), pp.570~580 (2005)
- Cohen, Andrew D., "Strategies in Learning and Using a Second Language" (1999), Beijing: Foreign Language Teaching and Researching Press,
- Cotterall, Sara, "Scaffolding for Second Language Writers: Producing an Academic Essay", ELT journal, 57(2), pp.158~166 (2003)
- Cotterall, Sara, "Readiness for Autonomy: Investigating Learner Beliefs", System, 23(2), pp.195~205 (1995)
- Dam, Leni, "Fostering Autonomy in Language Learning", pp.40~51 (2011), Zirve University Press
- Dong, J., "Research on the Application of Scaffolding Teaching Model in High School English Reading Teaching", Master’s, pp.2019
- Frankel, Katherine K., "From “what is reading?” towhat is literacy?", Journal of Education, 196(3), pp.7~17 (2016)
- He, Ke Kang, "Constructivist teaching model, teaching method and teaching design", Journal of Beijing Normal University, 5(143), pp.375~ (1997)
- Holec, Henri, "Autonomy and Foreign Language Learning" (1981), OUP
- Lee, J., "Can embedded annotations help high school students perform problem solving tasks using a web-based historical document?", Journal of Research on Technology in Education, 37(1), pp.65~84 (2004)
- Li, X. J., "Language Testing Science and Art" (1997), Hunan Education Press
- Linn, Marcia C., "WISE design for knowledge integration", Science Education, 87(4), pp.517~538 (2003)
- Little, David, "Language Learner Autonomy: Some Fundamental Considerations Revisited", International Journal of Innovation in Language Learning and Teaching, 1(1), pp.14~29 (2007)
- Littlewood, W., "Defining and Developing Autonomy in East Asian Contexts", Applied linguistic, 20(1), pp.71~94 (1999)
- Liu, H. Q., "Research on Scaffolding Teaching to Relieve Oral English Anxiety of Junior Middle School Students", Master’s, pp.2016
- Liu, R., "A Preliminary Study on the Status Quo and Strategies of English Reading Teaching in Junior Middle Schools Based on Core Literacy Education", New Curriculum (Middle), 11, pp.39~ (2018)
- McCaslin, M., "Self-regulated learning and academic achievement: Theoretical perspectives", pp.227~252 (2001)
- Meneses Alejandra, "The Effects of Multimodal Texts on Science Reading Comprehension in Chilean Fifth-Graders: Text Scaffolding and Comprehension Skills", International Journal of Science Education, 40(18), pp.2226~2244 (2018)
- Mercer, Neil, "The Quality of Talk in Children’s Collaborative Activity in the Classroom", Learning and instruction, 6(4), pp.359~377 (1996)[DOI]
- Miller, Jennifer, "Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, Literacy and Pedagogy", International Journal of Science Education, 31(4), pp.571~592 (2009)
- Ministry of Education of China, "New English Curriculum for High School (Experimental Draft)" (2017), Beijing Normal University Press
- Murray, Denise E, "Scaffolding Instruction for Reading the Web", Language Teaching Research, 10(2), pp.131~156 (2006)[DOI]
- Nunan, David, "From Learning-Centeredness to Learner-Centeredness", Applied Language Learning, 4, pp.1~18 (1993)
- O’Connor, Eileen, "Scaffolding Complex Learning: Integrating 21st Century Thinking, Emerging Technologies, and Dynamic Design and Assessment to Expand Learning and Communication Opportunities", Journal of Educational Technology Systems, 43(2), pp.199~226 (2014)[DOI]
- Oxford, Rebecca L., "Teaching & Researching: Language Learning Strategies" (2013), Pearson ESL
- Pang, W. G., "Evaluation Method of Autonomous Learning", Psychological Science, 26(5), pp.882~884 (2003)[DOI]
- Qin, J. J., "Research on the Application of Scaffolding Teaching in Senior English Topic Writing", Master’s, pp.2017
- Quesada, Jose, "Complex problem-solving: A field in search of definition?", Theoretical Issues in Ergonomics Science, 6(1), pp.5~33 (2005)
- Quintana, Chris, "A Scaffolding Design Framework for Software to Support Science Inquiry", The Journal of the Learning Sciences, 13(3), pp.337~386 (2004)
- Riazi, Mehdi, "Teacher-and peer-scaffolding behaviors: Effects on EFL students’ writing improvement", Clesol 2010: Proceedings of the 12th national conference for community languages and ESOL (2011)
- Raymond, E., "Cognitive Characteristics. Learners with Mild Disabilities", A Pearson Education Company, 4, pp.169~201 (2007)
- Sun Fei, "Research on the application of scaffolding teaching mode in high school English reading teaching", Master’s, pp.2018
- Van de Pol, Janneke, "Scaffolding in Teacher Student Interaction: A Decade of Research", Educational Psychology Review, 22(3), pp.271~296 (2010)[DOI]
- Chen, X. Z., "Experimental Research on Scaffolding Teaching Method in the Teaching of English Writing in Senior High School", Master’s, pp.2017
- Wang, Y. S., "Research on the Application of “Scaffolding” Instruction in High School English Reading Teaching", Master’s, pp.2014
- Wei Jian, "The application of multi-modal assisted scaffolding teaching method in college English translation teaching", Educational Exploration, 2, pp.33~36 (2014)
- Wenden, Anita, "Learner Strategies for Learner Autonomy" (1991), Prentice Hall
- Winnips, J. C., "Scaffolding-by-design: A model for world web based learner support", PhD, Faculty of Educational science and Technology, pp.2001
- Wood, D., "The role of tutoring in problem solving", Journal of Child Psychology & Psychiatry, 17, pp.89~100 (1976)
- Xu, J. F., "Autonomy in College Foreign Language Leaning from Theory to Practice" (2009), China Social and Science Press
- Yan, X. F., "The Value and Realization of Scaffolding English Reading Class", Teaching and Management, 9, pp.87~89 (2018)
- Yue, X. B., "Using Scaffolding Teaching Method to Alleviate English Communication Anxiety", Chinese Journal of Education, 18(1), pp.186~188 (2015)[DOI]
- Zhang, X. H., "Application of Scaffolding Teaching in Junior Middle School English Writing", Education Modernization, 5(38), pp.368~369 (2018)[DOI]
- Zhang, W. N., "Research Concerning the Effects of Scaffolding Instruction on Junior Middle School Students’ English Reading Scores and Learner Autonomy", Master’s, pp.2019
- Lanqin Zheng, "The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis", Asia Pacific Education Review, 17(2), pp.187~202 (2016), 교육연구소
