PE 237

The Effect of Metacognitive, Conceptual, Procedural, and Strategic Scaffolding on EFL Learners' Expository Writing

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1402/09/15

90ص.

درجه ارزشيابي:عالي

هدي ديوسر

شهين شيخ

Metacognitive scaffolding , Conceptual scaffolding , Procedural scaffolding , Strategic scaffolding , Scaffolding , Expository writing

ديوسر،هدي،راهنما , شيخ،شهين،مشاور

The main purpose of this study was to examine the effectiveness of four types of scaffolding (metacognitive, conceptual, procedural, and strategic scaffolding) on EFL learners' expository writing. The study compared these scaffolding types in the Iranian EFL context and found out which technique is more effective than the others. A number of 60 out of 75 learners who scored from 37 to 47, based on OPT ranking, intermediate-level learners, were selected as the sample of the study. The sample of the study was assigned to four experimental groups. Each group was instructed using one of the scaffolding strategies: metacognitive scaffolding, conceptual scaffolding, procedural scaffolding, or strategic scaffolding. Before starting the experiment, the participants in all four groups were asked to write a paragraph of about 150 words as the pretest. The next step was the treatment procedure. Each group received writing instruction using a specific type of scaffolding. After a 10-session treatment, a writing test was administered to all four groups as the posttest to measure the learners' achievement. The findings derived from the paired t-test demonstrated a significant enhancement in the expository writing skills of EFL learners when metacognitive scaffolding was employed. Furthermore, the outcomes obtained from the Wilcoxon signed-rank test revealed a noteworthy impact on learners' writing ability when conceptual, procedural, and strategic scaffolding strategies were utilized in the teaching process. The results of the ANOVA analysis revealed significant differences in the effects of teaching writing using metacognitive, conceptual, procedural, and strategic scaffolding on the expository writing skills of EFL learners. Furthermore, the findings demonstrated that the most elevated and lowest average scores corresponded to the metacognitive, strategic, conceptual, and procedural groups, respectively. The findings of this study may have some pedagogical implications for educational stockholders, such as teachers, learners, and educators.

1404/01/17

منتخبي

77586