The Effects of Scaffolding on English Reading Comprehension: A Case in EFL Elementary Students in Taiwan
| Autor: | Chao-Rong Lee, 李昭瑢 |
|---|---|
| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 English has been a required subject for fifth and sixth graders in elementary schools in Taiwan since 2001. However, due to increasing gap of the students’ proficiency, it is becoming difficult for elementary school English teachers to assist students to learn effectively. Based on Vygotsky’s social cognitive theory, scaffolding can improve the effectiveness of learning when provided properly at the right moment. As a result, the current study aims to investigate the effects of teachers’ verbal and non-verbal scaffolding on English reading comprehension of elementary students in Taiwan. Three types of teacher’s scaffolding strategies were used: verbal scaffolding, non verbal scaffolding, and combination of verbal and non verbal scaffolding. A total of 46 sixth graders joined the study by attending three types of scaffolding sessions, 14 in non verbal scaffolding, 9 in verbal scaffolding, and 23 in combination of verbal and non verbal scaffolding in each session for 4 times. Reading Comprehension tests were implemented once before instruction began and once after the end of the last instruction. The results indicated that the combination of verbal and non verbal scaffolding is the most effective strategy in enhancing the learners’ reading comprehension especially to low proficiency students. The results also suggest that teachers’ verbal instructions are more important than non verbal instructions in improving students’ reading comprehension. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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