Impact of Motivational Scaffolding on Self-Determination and Learning Achievement of Field-Dependent/Independent EFL Learners
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JFL-10-41_002
تاریخ نمایه سازی: 21 فروردین 1401
Abstract:
The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from ۶۰ intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of ۸ training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance.
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Authors
Masoumeh Sohrabi
English Department, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Hossein Siahpoosh
English Department, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Asgar Mahmoudi
English Department, Ardabil Branch, Islamic Azad University, Ardabil, Iran
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