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Shirzad, Fereshteh, Ebadi, Saman. (1398). Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts. سامانه مدیریت نشریات علمی, 8(1), 93-128. doi: 10.22054/ilt.2019.44577.407
Fereshteh Shirzad; Saman Ebadi. "Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts". سامانه مدیریت نشریات علمی, 8, 1, 1398, 93-128. doi: 10.22054/ilt.2019.44577.407
Shirzad, Fereshteh, Ebadi, Saman. (1398). 'Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts', سامانه مدیریت نشریات علمی, 8(1), pp. 93-128. doi: 10.22054/ilt.2019.44577.407
Shirzad, Fereshteh, Ebadi, Saman. Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts. سامانه مدیریت نشریات علمی, 1398; 8(1): 93-128. doi: 10.22054/ilt.2019.44577.407

Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts

Issues in Language Teaching
مقاله 4، دوره 8، شماره 1، شهریور 2019، صفحه 93-128    اصل مقاله (432.84 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2019.44577.407
نویسندگان
Fereshteh Shirzad1؛ Saman Ebadi* 2
1Department of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah, Iran
2Razi University, Kermanshah, Iran
چکیده
This study explored the autonomy of advanced English as a Foreign Language (EFL) learners in reading comprehension through scaffolding and jigsaw in computer-assisted and conventional contexts. After being homogenized through the reading section of DIALANG proficiency test, a total of 80 female advanced EFL learners with the age range of 21 to 45 were selected as the participants of the study. They were randomly assigned to four groups: experimental group A (scaffolding in a conventional context), experimental group B (scaffolding in a computer-assisted context), experimental group C (jigsaw in a conventional context), and experimental group D (jigsaw in a computer-assisted context). Next, the autonomy in RC questionnaire, which was designed and piloted by Ebadi and Shirzad (in press), was administered as the pretest. Then, the learners in each group took part in three months (16 sessions) autonomy in reading comprehension training courses. After the treatment, the same autonomy in RC questionnaire was administered as the posttest. One-way ANCOVA was used to analyze the quantitative data. The results revealed that although both jigsaw and scaffolding approaches were successful in both conventional and computer assisted contexts from pre-test to post-test, the scaffolding method proved more effective. Moreover, both the scaffolding and jigsaw approaches were more effective in computer-assisted environment compared to conventional contexts, with the scaffolding CA approach outperforming the jigsaw CA technique. The findings’ implications for learners, teachers, and syllabus designers are discussed in both contexts.
کلیدواژه‌ها
Autonomy in Reading Comprehension؛ Scaffolding؛ Jigsaw؛ Computer-assisted Language Learning (CALL)؛ Moodle
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تعداد مشاهده مقاله: 841
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