The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus
The present study was conducted to investigate the role of implicit vs explicit grammar teaching through teacher scaffolding in the improvement of speaking motivation and self-efficacy among Iranian pre-intermediate EFL learners. To this end, In line with the objectives of the present study, a quasi...
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| Format: | Article |
| Language: | English |
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University of Hormozgan
2023-01-01
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| Series: | Iranian Evolutionary Educational Psychology Journal |
| Subjects: | |
| Online Access: | http://ieepj.hormozgan.ac.ir/article-1-460-en.pdf |
| _version_ | 1797293624780652544 |
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| author | Aliakbar Moeen Daryoush Nejadansari Azizolla Dabaghi |
| author_facet | Aliakbar Moeen Daryoush Nejadansari Azizolla Dabaghi |
| author_sort | Aliakbar Moeen |
| collection | DOAJ |
| description | The present study was conducted to investigate the role of implicit vs explicit grammar teaching through teacher scaffolding in the improvement of speaking motivation and self-efficacy among Iranian pre-intermediate EFL learners. To this end, In line with the objectives of the present study, a quasi-experimental pre-test post-test control group design was used. 90 ESP students of architecture and art studying in Azad University of Yazd participated in this study through available sampling. These participants were divided into three groups (explicit, implicit, and control groups). The research instruments employed to collect data for this study were Oxford Placement Test, Hogan and Pressely’s (1997) Guidelines for Teacher Scaffolding, Gardner’s Attitude/Motivation Test Battery, and General Self-efficacy Scale. The obtained data were analyzed through one-way analysis of variance (ANOVA) using SPSS software. The obtained results indicated that using scaffolding techniques accompanied by explicit/implicit grammar instruction had a significant effect on self-efficacy and motivation of Iranian pre-intermediate EFL learners. Moreover, it was indicated that that using scaffolding techniques accompanied by explicit grammar instruction and implicit grammar instruction were equally effective on self-efficacy and motivation of Iranian pre-intermediate EFL learners. This confirmed that scaffolding techniques have significantly affected self-efficacy and motivation of learners. This study has some implications for teachers and students involved in EFL context. |
| first_indexed | 2024-03-07T21:17:33Z |
| format | Article |
| id | doaj.art-0af8c85f59964eb5a9f8a9bb9ecc845d |
| institution | Directory Open Access Journal |
| issn | 2588-4395 |
| language | English |
| last_indexed | 2024-03-07T21:17:33Z |
| publishDate | 2023-01-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Evolutionary Educational Psychology Journal |
| spelling | doaj.art-0af8c85f59964eb5a9f8a9bb9ecc845d2024-02-27T17:19:59ZengUniversity of HormozganIranian Evolutionary Educational Psychology Journal2588-43952023-01-01516473The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in FocusAliakbar Moeen0Daryoush Nejadansari1Azizolla Dabaghi2 Department of Foreign Languages, University of Isfahan, Isfahan, Iran Assistant Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran Associate Professor, Department of Foreign Languages, University of Isfahan, Isfahan, Iran The present study was conducted to investigate the role of implicit vs explicit grammar teaching through teacher scaffolding in the improvement of speaking motivation and self-efficacy among Iranian pre-intermediate EFL learners. To this end, In line with the objectives of the present study, a quasi-experimental pre-test post-test control group design was used. 90 ESP students of architecture and art studying in Azad University of Yazd participated in this study through available sampling. These participants were divided into three groups (explicit, implicit, and control groups). The research instruments employed to collect data for this study were Oxford Placement Test, Hogan and Pressely’s (1997) Guidelines for Teacher Scaffolding, Gardner’s Attitude/Motivation Test Battery, and General Self-efficacy Scale. The obtained data were analyzed through one-way analysis of variance (ANOVA) using SPSS software. The obtained results indicated that using scaffolding techniques accompanied by explicit/implicit grammar instruction had a significant effect on self-efficacy and motivation of Iranian pre-intermediate EFL learners. Moreover, it was indicated that that using scaffolding techniques accompanied by explicit grammar instruction and implicit grammar instruction were equally effective on self-efficacy and motivation of Iranian pre-intermediate EFL learners. This confirmed that scaffolding techniques have significantly affected self-efficacy and motivation of learners. This study has some implications for teachers and students involved in EFL context.http://ieepj.hormozgan.ac.ir/article-1-460-en.pdfexplicit grammarimplicit grammarmotivationscaffoldingself-efficacy. |
| spellingShingle | Aliakbar Moeen Daryoush Nejadansari Azizolla Dabaghi The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus Iranian Evolutionary Educational Psychology Journal explicit grammar implicit grammar motivation scaffolding self-efficacy. |
| title | The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus |
| title_full | The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus |
| title_fullStr | The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus |
| title_full_unstemmed | The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus |
| title_short | The Impact of Implicit vs. Explicit Grammar Teaching through Scaffolding on Iranian Learners’ Speaking Motivation and Self-Efficacy: ESP Students in Focus |
| title_sort | impact of implicit vs explicit grammar teaching through scaffolding on iranian learners speaking motivation and self efficacy esp students in focus |
| topic | explicit grammar implicit grammar motivation scaffolding self-efficacy. |
| url | http://ieepj.hormozgan.ac.ir/article-1-460-en.pdf |
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