10.30495/jntell.2022.698800

Implementation of Reciprocal scaffolding Treatment in Virtual Learning Context: Iranian EFL Learners’ Listening and Speaking Skills: Implementation of Reciprocal scaffolding Treatment in Virtual Learning Context...

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  • Marzieh Sabzevari1,
  • Neda Fatehi Rad*2,
  • Masoud Tajaddini3,
  1. Department of English Language, Maybod Branch, Islamic Azad University, Maybod, Iran
  2. English Department, Kerman Branch, Islamic Azad University, Kerman, Iran
  3. English Department, Kerman Branch, Islamic Azad University, Kerman, Iran

Received: 2021-10-01

Revised: 2021-10-18

Accepted: 2021-12-12

Published in Issue 2022-10-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Sabzevari, M., Fatehi Rad, N., & Tajaddini, M. (2022). Implementation of Reciprocal scaffolding Treatment in Virtual Learning Context: Iranian EFL Learners’ Listening and Speaking Skills: Implementation of Reciprocal scaffolding Treatment in Virtual Learning Context.. Journal of New Trends in English Language Learning (JNTELL), 1(2), 87-97. https://doi.org/10.30495/jntell.2022.698800
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Abstract

This study was an endeavor to implement and investigate reciprocal-scaffolding treatment in virtual EFL learning
context. More specifically, it analyzed the effect of reciprocal-scaffolding online treatment on Iranian EFL learners’
oral skills. After running placement test, 36 students formed the sample and they were randomly classified into two
groups of experimental (EG=18) that received the mentioned treatment and control (CG=18) that were instructed
using traditional teaching procedures. The data gathering tools included a homogeneity test, pretests and posttests
in listening and speaking skills. The study was conducted in 16 sessions and the experimental group members
received reciprocal-scaffolding strategies instruction in their speaking and listening courses, while the control group
members practiced these two skills devoid of such instruction. The results of independent samples t-tests and paired
t-tests performed on pretests and posttests revealed that the learners in the treatment group outperformed those in
control group in both oral language skills. The study can offer some pedagogical implications for EFL teachers and
learners in using reciprocal scaffolding strategies in EFL context.
 

Keywords

  • Keywords: Reciprocal-scaffolding Treatment, Virtual Learning, Listening, Speaking
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