Volume 5, Issue 1 (March 2023)                   IEEPJ 2023, 5(1): 64-73 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Moeen A, Nejadansari D, Dabaghi A. (2023). The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus. IEEPJ. 5(1), 64-73. doi:10.52547/ieepj.5.1.64
URL: http://ieepj.hormozgan.ac.ir/article-1-460-en.html
The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus
Aliakbar Moeen1 , Daryoush Nejadansari * 2, Azizolla Dabaghi3
1- Department of Foreign Languages, University of Isfahan, Isfahan, Iran
2- Assistant Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran , D.nejadansari@fgn.ui.ac.ir
3- Associate Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran
Abstract:   (710 Views)
The present study was conducted to investigate the role of implicit vs explicit grammar teaching through teacher scaffolding in the improvement of speaking motivation and self-efficacy among Iranian pre-intermediate EFL learners. To this end, In line with the objectives of the present study, a quasi-experimental pre-test post-test control group design was used. 90 ESP students of architecture and art studying in Azad University of Yazd participated in this study through available sampling. These participants were divided into three groups (explicit, implicit, and control groups). The research instruments employed to collect data for this study were Oxford Placement Test, Hogan and Pressely’s (1997) Guidelines for Teacher Scaffolding, Gardner’s Attitude/Motivation Test Battery, and General Self-efficacy Scale. The obtained data were analyzed through one-way analysis of variance (ANOVA) using SPSS software. The obtained results indicated that using scaffolding techniques accompanied by explicit/implicit grammar instruction had a significant effect on self-efficacy and motivation of Iranian pre-intermediate EFL learners. Moreover, it was indicated that that using scaffolding techniques accompanied by explicit grammar instruction and implicit grammar instruction were equally effective on self-efficacy and motivation of Iranian pre-intermediate EFL learners. This confirmed that scaffolding techniques have significantly affected self-efficacy and motivation of learners. This study has some implications for teachers and students involved in EFL context.
Keywords: Explicit Grammar, Implicit Grammar, Motivation, Scaffolding, Self-Efficacy.
Full-Text [PDF 345 kb]   (245 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2022/01/16 | Accepted: 2022/02/4 | Published: 2023/03/1
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.