Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development

Safa, Mohammad Ahmadi; Motaghi, Fateme

doi:10.1177/13621688211021821

Cited by 17 publications

(9 citation statements)

References 59 publications

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“…This was in line with the findings of previous studies revealing that scant attention has been paid to cross-cultural understanding and intercultural skills in educational policy of Iran, in general, and in many EFL textbooks taught in this system, in particular (e.g. Ahmadi Safa et al, 2015; Hayati & Mashhadi, 2010; Razmjoo, 2007). In a similar vein, Borjian (2013) has declared that in Iran, the national English curriculum gives priority to syntactical, phonological, and morphological dimensions of the language while considering its sociocultural aspects as unsuitable to be taught.…”

Section: Discussionsupporting

confidence: 91%

“…The results of this study corroborated those of the previous ones (e.g. Ahmadi Safa et al, 2015;Canale, 2016;Kramsch, 1987) that acknowledged the failure of textbooks in terms of culture teaching. In the light of these findings, I devise here a practical model for the evaluation of culture representation in textbooks, as presented in Figure 5.…”

Section: Conclusion and Pedagogical Implicationssupporting

confidence: 91%

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‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

Derakhshan

2021

Language Teaching Research

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Studies examining culture representation in language textbooks have rarely adopted the semiotic approach, despite its potential for presenting and (re)creating cultural meanings at their various levels (i.e. cultural, intercultural, multicultural, and transcultural) in the co-instantiations of texts, tasks, and images. To address this issue, a qualitative analysis, embarking on the Peircean semiotic theory, was applied on the text-image-task semiotic relationship. It explored its potential for constructing and reconstructing cultural meanings relative to the Iranian national English as a foreign language (EFL) textbook, Vision 1, from the perspectives of Iranian EFL students, teachers, and teacher educators. Content and thematic analyses of the interview records revealed three themes: first, the co-instantiation of the image and text was indexical, cultural awareness and connotations were almost untouched; second, the textual and visual components driving intercultural meanings and interpretations were not in accordance with the tasks; and, third, some alternative more culturally engaging images were provided by the interviewees. On the whole, the findings confirmed the previous findings that the discourse of this brand-new Iranian localized EFL textbook leaves little space to raise cultural awareness for its users. Based on the findings, a dynamic model for evaluating cultural representations in textbooks is suggested, hoping to show how EFL textbooks can be developed, implemented, and received more effectively in instructional settings.

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Section: Discussionsupporting

confidence: 91%

Section: Conclusion and Pedagogical Implicationssupporting

confidence: 91%

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

Derakhshan

2021

Language Teaching Research

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“…As with ER, building listening fluency also takes time and effort; the other language learning benefits emerge with time (Renandya & Jacobs, 2016). In addition, reading while listening proved to assist in fostering reading skills (Ahmadi Safa & Motaghi, 2021). Reading-while-listening is advantageous in second language learning, as Hossain et al found that readingwhile-listening can result in more vocabulary knowledge (Hossain & Hasan, 2022).…”

Section: Instructional Strategy For Comprehensible Meaning-focused Inputmentioning

confidence: 99%

Instructional Strategy for Comprehensible Meaning-Focused Input: Backward Learning Instruction

Misnawati

2023

Utamax

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Backward Learning Instruction (BLI) is a recommended instructional practice to apply for an extensive reading and listening program to become comprehensible meaning-focused input as an initial idea from the flipped-learning model and backward design. This study explored how backward learning instruction as an instructional strategy applies in the learning process; and how students perceive backward learning instruction for comprehensible meaning-focused input. The author used a mixed method, with the descriptive and statistical description of 45 students from the law department at the Sekolah Tinggi Ilmu Hukum Pengayoman Bone, which was selected using purposive sampling. A study of the document was conducted to compile the BLI model, and a Guttman scale questionnaire was provided to gain firm and precise answers on BLI implementation. Then, the data were analyzed. The result presented the BLI model within three steps: 1) Preparing class, 2) Backward learning instruction, and 3) Knowledge enrichment. This study also found that BLI as an instructional strategy for comprehensible meaning-focused input showed a high agreement among students with high and very high categories converted by the students' propensity to respond to a scale. As an implication, BLI has contributed to providing solutions for learning the reading and listening comprehension process in distance, blended, and autonomous learning. EFL teachers, learners, and material developers must consider BLI as learning instruction due to its positive impact on students' self-faced learning.

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“…One alternative assessment that has recently attracted a lot of attention in science education and language evaluation is the DA (Ahmadi Safa & Beheshti, 2018). For educators to conduct evaluations or measurements at that time, this assessment seeks to mediate or scaffold pupils during the assessment process (Van der Veen et al, 2016).…”

Section: Dynamic Assessmentmentioning

confidence: 99%

The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners

et al. 2023

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Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve this, 90 EFL grade 11 learners from three intact classes were selected through a convenience sampling procedure and were assigned to DA, CR, and control groups, respectively, with the same number of participants in each condition. A nonrandomized pretest–posttest design was carried out. The results of the Oxford quick placement test revealed that the participants had pre-intermediate English proficiency. To assess learners’ morphological awareness, two different tests of morphological awareness were given both prior to the treatment and right after it. The DA group received interactionist DA on the target morphemes, the CR group received CR instruction on the target form, and the control group received nothing. The results of a one-way between-groups ANOVA revealed that both DA and CR groups significantly outperformed the control group on the post-test. A further post hoc analysis using Bonferroni adjustment demonstrated that the difference between DA and CR groups was also statistically significant with a small effect size (eta squared = 0.042), substantiating the superiority of DA over CR tasks on morphological awareness. The theoretical and pedagogical implications of the study are discussed.

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Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development

Cited by 17 publications

References 59 publications

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

Instructional Strategy for Comprehensible Meaning-Focused Input: Backward Learning Instruction

The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners

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