چکیده:
In the present study, attempt has been made to examine the
effectiveness of peer and teacher scaffolding in reading
comprehension of intermediate EFL students in symmetrical
and asymmetrical groups. To do so, sixty intermediate
students were purposively selected out of 150 intermediate
students in the Hamadan Islamic Azad University and the Kish
Language Institute in Hamadan. They were divided into three
groups, two experimental groups receiving respectively peer
and teacher scaffolding, and just peer scaffolding, and one
control group. After a two-month treatment, running
ANCOVA, the researchers found a significant difference
between asymmetrical subgroups and symmetrical subgroups
in reading comprehension development. Besides, significant
development in the reading comprehension of EFL students in
experimental group 1 receiving peer and teacher scaffolding
was observed by performing correlated t-test. The results of
the study showed that teacher scaffolding being accompanied
by peer scaffolding, rather than just having peer scaffolding,
can have positive effects on the reading comprehension of EFL
learners.
خلاصه ماشینی:
"com Abstract In the present study, attempt has been made to examine the effectiveness of peer and teacher scaffolding in reading comprehension of intermediate EFL students in symmetrical and asymmetrical groups.
Besides, significant development in the reading comprehension of EFL students in experimental group 1 receiving peer and teacher scaffolding was observed by performing correlated t-test.
So, the effects of various scaffoldings – that of peer and teacher, in symmetrical and asymmetrical groups – such as skimming, scanning, warm-up activities, L1 translation… (Poorahmadi, 2009) and their effects on the reading comprehension development of EFL students in those groups need investigating.
Hypothesis 2: Peer scaffolding has significant effects on the reading comprehension development of the symmetrical and asymmetrical groups of EFL learners.
Hypothesis 3: Teacher and peer scaffolding has significant effects on the reading comprehension development of the symmetrical and asymmetrical groups of EFL learners.
It was more helpful in the reading comprehension development of EFL learners if teachers would give scaffolding to the students who were working in group activities rather than peers just receiving some scaffolding from their partner in those group activities, since usually there might be some affective factors that would decrease the efficient development in group activities.
e. , scaffolding, in communicative teacher-student classroom settings through considering the reading behavior of EFL students in interactive small group symmetrical and asymmetrical activities.
To sum up, the results of this study indicate that teacher and peer scaffolding simultaneously in symmetrical and asymmetrical group activities, rather than just having peer scaffolding, can influence the amount of students' learning significantly and reading comprehension of learners in those groups can be developed positively."