Abstract:
This study investigated the extent to which peer scaffolding could contribute to
the listening comprehension on Iranian EFL learners with elementary level of
language proficiency. To fulfill this objective, 33 institute students were
selected through Key English Test (KET) and assigned to two groups in
experimental (scaffolding group) and control (non-scaffolding group). After
the participants’ initial level of listening comprehension was measured by a
pre-test, the interactive strategies of scaffolding were given to the experimental
group in 10 sessions and the two groups’ achievement was measured by a posttest
and a delayed post-test. The results of T-test indicated that collaborative
scaffolding strategies were effective in enhancing EFL learners’ listening
comprehension and the experimental group outperformed the control group.
Also, the result of the qualitative data analyzes showed the use of peer
scaffolding strategies in the experimental group and employment of L1 and
background knowledge in the task performance. The frequency analyses of the
detected strategies revealed a peer –peer scaffolding framework. On
implication side, this study could prescribe different individual learning plans
for learners with different learning needs.
Machine summary:
The results of T-test indicated that collaborative scaffolding strategies were effective in enhancing EFL learners’ listening comprehension and the experimental group outperformed the control group.
Actually, collaborative learning involves communication between learners in pair and small group activities that it helps them to draw attention to the meaning to produce accurate form of language.
The results showed that scaffold interactive activities in experimental group were very effective in developing listening comprehension skills of sixth grade elementary schoolgirls in Jeddah.
Yazdanpanah and Khanmohammad (2014) conducted another study related to teacher’s scaffolding effect in listening comprehension among 60 intermediate level of students through an experimental method in an English language institute.
Every partner mentioned their own idea and then one partner tried to repair and provide an opportunity for the other to continue of example by saying Huh…?, etc The aforementioned strategies are classified in the following table based on Ohta's model (Mitchel & Myles, 2013) in peer to peer dialogue:(View the image of this page) This research study was an attempt to observe the impact of interactive scaffolding on Iranian EFL learners’ listening comprehension.
To answer the questions of the present study, the results obtained from the quantitative and qualitative data, indicated that there was a significant difference from pre-test to post-test and delayed post-test in the experimental group and the learners in peer scaffolding had a positive improvement in their listening comprehension.