THE EFFECT OF SYMMETRICAL AND ASYMMETRICAL SCAFFOLDING ON IRANIN HIGH SCHOOL STUDENTS’ READING COMPREHENSION

سال انتشار: 1392
محل انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی
کد COI اختصاصی: TELT01_105
زبان مقاله: انگلیسی
تعداد مشاهده: 1703

نویسندگان

First Author Affiliation

Islamic Azad University Ardabil Branch, Assistant Professor

چکیده

Poor reading may be a problem for EFL students, but it is not a hopeless one. Like other skills, EFL students’ ability to read English rapidly and accurately depends upon careful instruction and purposeful practice. This research investigated the effect of scaffolding on Iranian EFL students reading comprehension.Reading is an important skill which has been focused on for a long time. Teachers use the different strategies in order to teach the learners but the problem is remained. This study aimed to investigate the effect of symmetrical and asymmetrical scaffolding on reading comprehension by upper-intermediate EFL learners. The result of this study could be so useful for both teachers and students.The study conducted in Nokhbegan high schools in Ardabil. TOEFL reading test was used in order to select the upper-intermediate level students. Then the researcher chose 60 students on the basis of their scores on TOEFL reading test. The participants were divided into three homogeneous groups, considering one as the control group and the other two as experimental groups (one as symmetrical and the other as asymmetrical). During the 8 session's instruction, the researcher presented 8 reading comprehension texts in the form of scaffolding and no scaffolding to all control and experimental groups. In the traditional group, the teacher read the text and then translates it to the students. In the symmetrical group, students were in the same level of reading proficiency level and the work cooperatively. In the asymmetrical group, the researcher solved students’ problems. To make sure about the efficiency of treatment, the researcher administered the standardized reading texts as a posttest lat .The findings bear a resemblance to Crandall's idea (1999) regarding cooperative groups, which emphasizes the possibility of having several experts, students, in one group. Guk and Kellogg (2007) proved the practicality of scaffolding through teacher-led and student-led interaction. Moreover, the results of the study indicate that the interaction of heterogeneous group is more effective than homogenous group. The findings of the present study is in line with Slavin (1983, as cited in Crandall, 1999) statements that the heterogeneous group cooperation benefits more than homogenous because in the former the teacher provides more comprehensible input.

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