چکیده:
The present study set out to delineate to what extentfive intermediate learners engaged in structuring and problematizing scaffolding in two writing tasks. The study aimed at illuminating how the participants engaged with structuring and problematizing scaffolds cognitively, behaviorally, and affectively. Learners’ written essays, think-aloud protocols, and interviews shaped the data sources which were analyzed both quantitatively and qualitatively. Modifications made in the final drafts were quantitatively analyzed to provide insight into the behavioral engagement of participants with scaffolds. The profundity of cognitive engagement was gauged by the interview questions designed to elicit the depth of processing and illuminate whether participants had merely noticed the existence of a problem or they had understood what was required to be done. Researcher also compared the use of cognitive and metacognitive operations after learners were presented with structuring and problematizing scaffolds through the analysis of think-aloud protocols generated in final drafts each session. Finally, attitudinal and affective engagement was gauged qualitatively through interviews. The results indicated that structuring scaffolds engaged learners more behaviorally, cognitively, and affectively compared to problematizing scaffolds. Implications for instructors and material developers are discussed.
خلاصه ماشینی:
Learner Engagement with Structuring and Problematizing in Scaffolded Writing Tasks: A Mixed-Methods Multiple Case StudyMahboobeh Mortazavi Payame Noor University, Iran mortazavi.
The Researcher also compared the use of cognitive and metacognitive operations after learners were presented with structuring and problematizing scaffolds through the analysis of think-aloud protocols generated in final drafts each session.
One arena in which scaffolds are needed to expedite the internalization of knowledge and skills is writing in another language, a multifaceted and intricate problem-solving activity (Flower & Hayes, 1981) that entails cognitive, affective and metacognitive aspects (Hidi & Boscolo, 2006).
2. Method This study reports a multiple case study employing both qualitative and quantitative data to investigate the levels at which five learners engage cognitively, behaviorally, and attitudinally with structuring and problematizing scaffolds when engaged in the process of writing narrative and argumentative essays in four writing tasks.
The third and fourth sessions were, on the other hand, dedicated to the provision of structuring scaffolds as learners engaged in writing two drafts of other narrative and argumentative essays.
Table 3 shows the cognitive engagement of participants with problematizing and structuring scaffolds in the narrative writing reflected in the percentage of the noticed and corrected errors.
In the third session in which learners were presented with structuring scaffolds for the first time, all of them stated that they had a more positive attitude while generating the second draft compared to the way they felt when writing the first draft in the previous sessions, reporting that models and explanations had simplified the task for them and thus increased their confidence.