چکیده:
Scaffolding and shadowing techniques have been shown to improve language learners’ reading comprehension. However, little attention has been paid to the comparative effectiveness of these techniques. This study investigated the effect of three selected scaffolding techniques (peer scaffolding, distributed scaffolding, and reciprocal scaffolding) versus three types of shadowing (complete shadowing, partial shadowing, and interactive shadowing) on L2 reading comprehension. To this end, 120 intermediate level EFL learners (in 6 groups of 20 members each) were selected through convenience sampling from three language institutes in Qazvin. Each group was randomly assigned to one of the shadowing and scaffolding techniques. One way ANOVA and independent samples t-tests were used to analyze the data. The results indicated that among the three scaffolding techniques, distributed scaffolding was the most effective technique on reading comprehension. The most effective technique among shadowing groups was interactive shadowing. A significant difference was also found between the shadowing and scaffolding techniques in favor of scaffolding techniques. These findings may have theoretical and pedagogical implications for researchers, learners, teachers, and syllabus designers.
خلاصه ماشینی:
This study investigated the effect of three selected scaffolding techniques (peer scaffolding, distributed scaffolding, and reciprocal scaffolding) versus three types of shadowing (complete shadowing, partial shadowing, and interactive shadowing) on L2 reading comprehension.
Several factors have already been reported to positively influence the reading comprehension of EFL students, among which shadowing and scaffolding techniques are of particular interest in this study.
AREL Many studies have been done to investigate the effect of scaffolding on reading comprehension and second language learning.
In another study, Ota (2007) investigated the effect of shadowing on Japanese students at different language proficiency levels.
Reading Comprehension Test (Posttest) A posttest was administered to the class at the end of the experiment to measure the effect of each type of scaffolding and shadowing technique after ten sessions of instruction.
After the data collection procedure was finalized, a one-way Analysis of Variance (ANOVA) was used to investigate the effects of complete, AREL partial/selective, and interactive shadowing on EFL students’ reading comprehension.
Results and Discussion The First Research Question The first research question sought to investigate the effect of three different shadowing techniques (complete shadowing, partial shadowing, and interactive shadowing) on EFL students’ reading comprehension.
These findings are also in accordance with previous studies such as Ovando, Collier and Combs (2003), Chi (2007) and Safadi (2012), who reported similar effects for scaffolding in fostering the reading comprehension skills of EFL learners.
Based on the findings of this study, interactive shadowing technique may have significant effects on students’ reading comprehension.