Volume 5, Issue 1 (March 2023)
IEEPJ 2023, 5(1): 64-73 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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
URL: http://ieepj.hormozgan.ac.ir/article-1-460-en.html
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
2- Assistant Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran ,
3- Associate Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran
Abstract: (1605 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.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/01/16 | Accepted: 2022/02/4 | Published: 2023/03/1
Received: 2022/01/16 | Accepted: 2022/02/4 | Published: 2023/03/1
References
1. Alawiyah, T., & Dan Pengajaran, E.P. (2018). Speaking self-efficacy and EFL student teachers' speaking achievement. Edukasi, 87-101. [DOI:10.19109/ejpp.v5i1.2052]
2. Bowles, M., & Montrul, S. (2008). The role of explicit instruction in the L2 acquisition of the a-personal. Somerville, 25-35.
3. Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: a psychometric study. Studies in Second Language Acquisition, 27, 141-172. [DOI:10.1017/S0272263105050096]
4. Ellis, R. (2008), "Implicit and explicit knowledge about language", in Cenoz, J. and Hornberger, N.H. (Eds), Encyclopedia of Language and Education, 2nd ed., Vol. 6 Knowledge about Language, Springer Science+Business Media LLC, pp. 1-13. [DOI:10.1007/978-0-387-30424-3_143]
5. Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221-246. [DOI:10.1111/j.1473-4192.2009.00231.x]
6. Harmer, J. (2011). The practice of English language teaching. Harlow (England): Pearson Longman.
7. Lantolf, J. P. (Ed). (2000). Sociocultural theory and second language learning. Oxford University Press.
8. Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics, 1, 49-74. [DOI:10.1558/japl.1.1.49.55872]
9. Maybin, J., Mercer, N., & Steirer, B. (1992), "Scaffolding' learning in the classroom", in Norman, K. (Ed.), Thinking Voices: The Work of the National Curriculum Project, Hodder and Stoughton for the National Curriculum Council, London, London, pp. 186-195.
10. Mercer, N. (1995). The guided construction of knowledge. Talk Amongst Teachers and Learners. Clevedon, England: Multilingual matters Ltd. [DOI:10.21832/9781800418288]
11. Paradis, M. (2004). A neurolinguistic theory of bilingualism. John Benjamins Publishing. [DOI:10.1075/sibil.18]
12. Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer Publishing. [DOI:10.1007/978-0-387-75775-9]
13. Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43, 471-491. [DOI:10.1002/j.1545-7249.2009.tb00245.x]
14. Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER NELSON. [DOI:10.1037/t00393-000]
15. Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments. Knowledge Management & E-Learning, 11(1), 2-19.
16. Walqui, A. (2006). Scaffolding instruction for English language learners: a conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2),159-180. [DOI:10.1080/13670050608668639]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
