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بررسي خوداتكايي زبان آموزان خارجي در درك مطلب: محيط هاي كامپيوتري و سنتي

Credit to Download: 1 | Page Numbers 36 | Abstract Views: 19
Year: 2019
COI code: JR_ILT-8-1_004
Paper Language: English

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Authors بررسي خوداتكايي زبان آموزان خارجي در درك مطلب: محيط هاي كامپيوتري و سنتي

  Fereshteh Shirzad - Department of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah, Iran
  Saman Ebadi - Razi University, Kermanshah, Iran


This study explored the autonomy of advanced English as a Foreign Language (EFL) learners in reading comprehension through scaffolding and jigsaw in computer-assisted and conventional contexts. After being homogenized through the reading section of DIALANG proficiency test, a total of 80 female advanced EFL learners with the age range of 21 to 45 were selected as the participants of the study. They were randomly assigned to four groups: experimental group A (scaffolding in a conventional context), experimental group B (scaffolding in a computer-assisted context), experimental group C (jigsaw in a conventional context), and experimental group D (jigsaw in a computer-assisted context). Next, the autonomy in RC questionnaire, which was designed and piloted by Ebadi and Shirzad (in press), was administered as the pretest. Then, the learners in each group took part in three months (16 sessions) autonomy in reading comprehension training courses. After the treatment, the same autonomy in RC questionnaire was administered as the posttest. One-way ANCOVA was used to analyze the quantitative data. The results revealed that although both jigsaw and scaffolding approaches were successful in both conventional and computer assisted contexts from pre-test to post-test, the scaffolding method proved more effective. Moreover, both the scaffolding and jigsaw approaches were more effective in computer-assisted environment compared to conventional contexts, with the scaffolding CA approach outperforming the jigsaw CA technique. The findings’ implications for learners, teachers, and syllabus designers are discussed in both contexts.


Autonomy in Reading Comprehension, scaffolding, Jigsaw, Computer-assisted Language Learning (CALL), Moodle

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COI code: JR_ILT-8-1_004

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Shirzad, Fereshteh & Saman Ebadi, 2019, بررسي خوداتكايي زبان آموزان خارجي در درك مطلب: محيط هاي كامپيوتري و سنتي, Issues in Language Teaching 8 (1), the text, wherever referred to or an achievement of this article is mentioned, after mentioning the article, inside the parental, the following specifications are written.
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The University/Research Center Information:
Type: state university
Paper No.: 7854
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