A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate
Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and fille...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Tabriz
2022-05-01
|
| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_14192_ea390676a0ee8c7f2b96440ab05f7210.pdf |
| _version_ | 1827313961096183808 |
|---|---|
| author | Manoochehr Jafarigohar Fatemeh Zununi Vahed Abdullah Sarani Ali Hadavizadeh Hoda Divsar |
| author_facet | Manoochehr Jafarigohar Fatemeh Zununi Vahed Abdullah Sarani Ali Hadavizadeh Hoda Divsar |
| author_sort | Manoochehr Jafarigohar |
| collection | DOAJ |
| description | Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and filled out two sets of related questionnaires twice, administered at the outset and the end of the course. The transcribed data including the class interactions and intervention strategies were organized into contingent or non-contingent fragments based on models’ criteria. According to the results of the Wilcoxon rank test and the Paired Sample t-test, there was a significant difference between the results of the pre and post-tests in the two mentioned levels for the two constructs. Furthermore, the results of the Single Sample t-test showed that the CSF was more utilized than the MCT in both levels. Moreover, the intervention strategies of the MCT significantly differed in the two levels. Questioning was a highly used strategy at both levels. Hints and modeling were the least utilized strategies in elementary and advanced levels, respectively. Therefore, such contingent symbiosis could have prolific results in self-regulation and gaining willingness to communicate |
| first_indexed | 2024-04-24T22:26:45Z |
| format | Article |
| id | doaj.art-04412cb586af4cda85e169d09a313edc |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:26:45Z |
| publishDate | 2022-05-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-04412cb586af4cda85e169d09a313edc2024-03-19T22:27:50ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762022-05-011429617810.22034/elt.2022.49628.247214192A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to CommunicateManoochehr Jafarigohar0Fatemeh Zununi Vahed1Abdullah Sarani2Ali Hadavizadeh3Hoda Divsar4Department of TEFL, Payame Noor University, Tehran, IranDepartment of TEFL, Payame Noor University, Tehran, IranDepartment of TEFL, University of Sistan and Baluchestan, IranDepartment of TEFL, Payame Noor University, Tehran, IranDepartment of TEFL, Payame Noor University, Tehran, IranScaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and filled out two sets of related questionnaires twice, administered at the outset and the end of the course. The transcribed data including the class interactions and intervention strategies were organized into contingent or non-contingent fragments based on models’ criteria. According to the results of the Wilcoxon rank test and the Paired Sample t-test, there was a significant difference between the results of the pre and post-tests in the two mentioned levels for the two constructs. Furthermore, the results of the Single Sample t-test showed that the CSF was more utilized than the MCT in both levels. Moreover, the intervention strategies of the MCT significantly differed in the two levels. Questioning was a highly used strategy at both levels. Hints and modeling were the least utilized strategies in elementary and advanced levels, respectively. Therefore, such contingent symbiosis could have prolific results in self-regulation and gaining willingness to communicatehttps://elt.tabrizu.ac.ir/article_14192_ea390676a0ee8c7f2b96440ab05f7210.pdfscaffoldingcontingencythe mctthe csfintervention strategies |
| spellingShingle | Manoochehr Jafarigohar Fatemeh Zununi Vahed Abdullah Sarani Ali Hadavizadeh Hoda Divsar A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate Journal of English Language Teaching and Learning scaffolding contingency the mct the csf intervention strategies |
| title | A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate |
| title_full | A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate |
| title_fullStr | A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate |
| title_full_unstemmed | A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate |
| title_short | A Symbiosis of Contingent Models to Scaffold EFL Learners towards Self-regulation and Willingness to Communicate |
| title_sort | symbiosis of contingent models to scaffold efl learners towards self regulation and willingness to communicate |
| topic | scaffolding contingency the mct the csf intervention strategies |
| url | https://elt.tabrizu.ac.ir/article_14192_ea390676a0ee8c7f2b96440ab05f7210.pdf |
| work_keys_str_mv | AT manoochehrjafarigohar asymbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT fatemehzununivahed asymbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT abdullahsarani asymbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT alihadavizadeh asymbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT hodadivsar asymbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT manoochehrjafarigohar symbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT fatemehzununivahed symbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT abdullahsarani symbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT alihadavizadeh symbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate AT hodadivsar symbiosisofcontingentmodelstoscaffoldefllearnerstowardsselfregulationandwillingnesstocommunicate |