The Impact of Scaffolding Mechanisms on EFL Learners' Individual and Socially Shared Metacognition in Writing

Autor/inn/en	Jafarigohar, Manoochehr; Mortazavi, Mahboobeh
Titel	The Impact of Scaffolding Mechanisms on EFL Learners' Individual and Socially Shared Metacognition in Writing
Quelle	In: Reading & Writing Quarterly, 33 (2017) 3, S.211-225 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2016.1154488
Schlagwörter	Scaffolding (Teaching Technique); Metacognition; English (Second Language); Second Language Learning; Writing Skills; Writing Instruction; Writing (Composition); Statistical Analysis; Cognitive Processes; Pretests Posttests; Females; Control Groups; Protocol Analysis; Second Language Instruction; Questionnaires; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Writing skill; Schreibfertigkeit; Schreibunterricht; Schreibübung; Statistische Analyse; Cognitive process; Kognitiver Prozess; Weibliches Geschlecht; Fremdsprachenunterricht; Fragebogen; Ausland
Abstract	This study investigated the impact of structuring and problematizing scaffolding mechanisms on 240 Iranian English as a foreign language learners' individual and socially shared metacognition in writing skills. The study also sought to find out whether the learners' proficiency level moderated the effect of the scaffolding mechanisms on metacognition at the intra- and interindividual levels. The results of a 2-way analysis of covariance, 4 Kruskal-Wallis tests, and 2 chi-square tests revealed that providing learners with either structuring or problematizing scaffolding mechanisms led to significant improvements in both learners' individual and socially shared metacognition. The results also indicated that when structuring and problematizing scaffolding mechanisms were offered simultaneously, they functioned more effectively in terms of increasing learners' metacognition at both the intra- and interindividual levels. Moreover, according to the findings of this study, learners' level of proficiency did not moderate the effect of scaffolding mechanisms on individual and socially shared metacognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01