خلاصة:
Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi- experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS) was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.
ملخص الجهاز:
"The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement.
Keywords: Academic Achievement, Cognitive Scaffolding, Motivation, Technology Mediated Instruction Introduction Social networking sites generate communities based on users’ shared interests and beliefs (Kuswara, Cram &Richards, 2008).
Therefore, by implementing AT framework, this study intends to investigate the effect of technology mediated instruction on cognitive scaffolding, students’ motivational level and academic achievements in an EFL context.
-Telegram interactions brought about in-class collaborative participation - (بتصویر صفحه مراجعه شود) For the second research question regarding the effect of technology mediated instruction on motivational level of students, the CIS average mean score was calculated for both experimental and control groups.
The results of the study also indicated that academic interactions in Telegram mediated pedagogy (activity) not only draw the students’ attention to the objects but also help them to attain optimal level of meaningful learning.
This study employed AT as a theoretical and analytical framework for understanding the potential of Telegram to cognitively scaffold learners and motivate them to learn, and its effect on the students’ academic performance.
Material developers and EFL teachers must know that rather than merely providing supplementary instructional materials, whenever feasible they should include more interactive, technology-based motivational strategies to bring about academically successful students.
The present study intended to compare the cognitive scaffolding, motivational levels and also academic achievement of both control and experimental groups after implementing technology- mediated instruction."