Mahbobeh Mortazavi; Manochehr Jafarigohar; Afsar Rouhi; Hasan Soleimani
Volume 4, Issue 15 , January 2017, , Pages 15-26
Abstract
This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty ...
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This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty advanced Iranian English learners. Using two-way ANCOVA tests and taking the pre-test scores as covariates, the researchers compared the pretest and post-test results of the participants’ performance on a writing test and a writing self-regulation questionnaire. They also compared the time the participants spent planning the content and organization in the two administrations of the writing test. The results revealed that scaffolding mechanisms led to significant improvements in self-regulatory and writing skills. In addition, scaffolding mechanisms significantly increased the time the participants spent on global planning. On the whole, according to the results, scaffolding mechanisms have best effect when offered simultaneously. Besides, no significant moderating effect was detected for the proficiency level.
Manoochehr jafarigohar; Mahboobeh Mortazavi
Volume 2, Issue 7 , February 2015, , Pages 101-114
Abstract
This study investigated the impact of orally presented scaffolds on cognitive knowledge and cognitive regulation among a cohort of female Iranian learners of English.Six intact groups of learners were assigned to five experimental conditions and a control group. All groups were tested on their cognitive ...
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This study investigated the impact of orally presented scaffolds on cognitive knowledge and cognitive regulation among a cohort of female Iranian learners of English.Six intact groups of learners were assigned to five experimental conditions and a control group. All groups were tested on their cognitive knowledge and cognitive regulation through a pretest and two posttests. The results of the statistical analyses (one-way and repeated measures ANOVAs) showed that the participants who had received scaffolds significantly outperformed the control group on the posttests. The results also revealed that unfocused scaffolds functioned more efficiently in promoting the learners'' metacognition, particularly regulation of cognition. The study also found that focused metacognitive scaffolds, when compared to other types of focused scaffolds, were more effective in improving the learners'' metacognition.
