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karimi, Lotfollah, Jalilvand, Mahshid. (1392). The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups. , 32(4), 1-17. doi: 10.22099/jtls.2014.1860
Lotfollah karimi; Mahshid Jalilvand. "The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups". , 32, 4, 1392, 1-17. doi: 10.22099/jtls.2014.1860
karimi, Lotfollah, Jalilvand, Mahshid. (1392). 'The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups', , 32(4), pp. 1-17. doi: 10.22099/jtls.2014.1860
karimi, Lotfollah, Jalilvand, Mahshid. The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups. , 1392; 32(4): 1-17. doi: 10.22099/jtls.2014.1860

The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
مقاله 1، دوره 32، شماره 4، خرداد 2014، صفحه 1-17    اصل مقاله (130.87 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22099/jtls.2014.1860
نویسندگان
Lotfollah karimi1؛ Mahshid Jalilvand* 2
1English department, Hamadan Branch Islamic Azad university, Hamadan, Iran
2Hamadan Branch, Islamic Azad University, Faculty of Humanities, English Language Department, Science and Research Graduate Campus, Hamadan, Iran
چکیده
Abstract
In the present study, attempt has been made to examine the effectiveness of peer and teacher scaffolding in reading comprehension of intermediate EFL students in symmetrical and asymmetrical groups. To do so, sixty intermediate students were purposively selected out of 150 intermediate students in Hamadan Islamic Azad University and Kish Language Institute in Hamadan. They were divided into three groups, two experimental groups receiving respectively peer and teacher scaffolding, and just peer scaffolding, and one control group. After a two-months treatment, running ANCOVA, the researchers found a significant difference between asymmetrical subgroups and symmetrical subgroups in reading comprehension development. Besides, significant development in the reading comprehension of EFL students in experimental group 1 receiving peer and teacher scaffolding was observed by performing correlated t-test. The results of the study showed that teacher scaffolding being accompanied by peer scaffolding, rather than just having peer scaffolding, can have positive effects on the reading comprehension of EFL learners.
Key words: reading comprehension, scaffolding, teacher and peer scaffolding, asymmetrical subgroups, symmetrical subgroups
کلیدواژه‌ها
Reading comprehension؛ scaffolding؛ teacher and peer scaffolding؛ asymmetrical subgroups؛ symmetrical subgroups
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