Effect of Scaffolding and Peer Review on Learning in a PAD Class

Ding, Lihong; Sitthiworachart, Jirarat; Morris, John

doi:10.5430/wjel.v13n2p499

Cited by 2 publications

(1 citation statement)

References 25 publications

(34 reference statements)

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“…The function of scaffolding in the teaching and learning of languages has been the subject of numerous studies. Berenji (2021) and Ding et al (2023) looked into the impact of enhancement on EFL students' vocabulary knowledge in research. They wanted to know if scaffolding had an impact on EFL learners.…”

Section: Review Of Literaturementioning

confidence: 99%

A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

Abdulaal,

Shaalan,

Alenazi

et al. 2024

Sage Open

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Based on a sociocultural theory and a plethora of experiential studies on the efficacy of scaffolding on foreign language learning, the goal of this research article is to examine the effectiveness of diverse types of scaffolding on university students’ lexical digesting and reading perception from a sociocultural standpoint. Using the Harvard Placement Test, 40 EFL students from a total of 70 were selected and divided into two experimental groups and a single control group. The first group (G1 Exp.) was given teaching with instructor scaffolding, the second group (G2 Exp.) received instruction with peer scaffolding, and the control group (G3 Cont.) received conventional instruction without any external enhancement. Pretests for lexical digesting and reading perception were administered to the three groups. Following the treatment, post-tests for lexical digesting and reading perception were administered. Descriptive statistics and inferential statistics were used to examine the collected data. The results showed a significant difference between instructor and peer scaffolding, with the peer scaffolding group outperforming the instructor scaffolding group. Both experimental groups outperformed the control group in lexical digesting and reading perception. Regarding various kinds of scaffolding, this study provided some advice for psycholinguists, curriculum designers, and language instructors.

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Section: Review Of Literaturementioning

confidence: 99%

A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

Abdulaal,

Shaalan,

Alenazi

et al. 2024

Sage Open

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Screen-based Simulation Supporting Problem-based Learning to Improve Football Tactics

Jia,

Sitthiworachart,

Morris

2024

TOSSJ

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Introduction This study measured the effect of Problem-Based Learning (PBL) with Screen-Based Simulation (SBS) on undergraduate football tactical decision-making, tactical skills, and student engagement. The Screen-Based Simulation showed tactical scenarios in real games to learners, promoting the identification and analysis of tactical problems in learning. Problem-Based Learning enabled learners to get a deeper understanding of the tactical problems and discuss them effectively. Materials and Methods Two simulation tools were used in this study. The first one, ‘football match basic offensive and defensive tactical simulation experiment platform,’ is scaffolding in football tactics teaching. Students could use the simulation platform to find tactical problems and learn tactics. The second one, TacticUP, is a screen-based simulation tool to test football tactical decision-making. We used second-year students majoring in physical education at a Chinese university. Seventy-nine students were divided into an experimental group using PBL-SBS and a group taught traditionally. Before the experiment, the tactical decision-making of both groups was assessed in a pretest, and at the end of the six-week experiment, the students were tested again. They also completed a questionnaire on tactical skills and student engagement. Results There was no significant difference between the pretest scores on tactical decision-making between the two groups (independent-sample t-test, sig = 0.997 > 0.05). However, after the experiment, significantly better improvement was observed in tactical decision-making in the experimental group. The pretest mean score (59) was significantly lower than the post-test one (67) on a scale of 100 (paired sample t-test, sig <0.01). ANOVA showed that the experimental group performed better in all aspects, namely tactical decision-making, tactical skill, and student engagement, than the traditional group (Sig values were all less than 0.01). Conclusion Compared with traditional teaching, PPL-SBS students performed better in tactical decision-making, tactical skills, and student engagement than students in the traditional teaching group.

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Effect of Scaffolding and Peer Review on Learning in a PAD Class

Cited by 2 publications

References 25 publications

A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

Screen-based Simulation Supporting Problem-based Learning to Improve Football Tactics

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