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- Title
A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception.
- Authors
Al-Dawoody Abdulaal, Mohammad Awad; Wahed Shaalan, Iman El-Nabawi Abdel; Alenazi, Maryumah Heji; Alharbi, Wael Matar; Atia Abuslema, Naglaa Fathy Mohammad
- Abstract
Based on a sociocultural theory and a plethora of experiential studies on the efficacy of scaffolding on foreign language learning, the goal of this research article is to examine the effectiveness of diverse types of scaffolding on university students' lexical digesting and reading perception from a sociocultural standpoint. Using the Harvard Placement Test, 40 EFL students from a total of 70 were selected and divided into two experimental groups and a single control group. The first group (G1 Exp.) was given teaching with instructor scaffolding, the second group (G2 Exp.) received instruction with peer scaffolding, and the control group (G3 Cont.) received conventional instruction without any external enhancement. Pretests for lexical digesting and reading perception were administered to the three groups. Following the treatment, post-tests for lexical digesting and reading perception were administered. Descriptive statistics and inferential statistics were used to examine the collected data. The results showed a significant difference between instructor and peer scaffolding, with the peer scaffolding group outperforming the instructor scaffolding group. Both experimental groups outperformed the control group in lexical digesting and reading perception. Regarding various kinds of scaffolding, this study provided some advice for psycholinguists, curriculum designers, and language instructors.
- Subjects
COLLEGE teachers; ENGLISH as a foreign language; LANGUAGE &; languages; LINGUISTS; DESCRIPTIVE statistics
- Publication
SAGE Open, 2024, Vol 14, Issue 2, p1
- ISSN
2158-2440
- Publication type
Article
- DOI
10.1177/21582440241257915