Studies in Humanities
Fatimah Ramezani; Musa Ahmadian
Abstract
Learning English has become one of the urgencies of the current century, and thus acquiring its diverse language skills relies on the development of learners’ abilities in an educational context. In this domain, teachers play a vital role through scaffolding techniques to aid in enhancing pupil’s ...
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Learning English has become one of the urgencies of the current century, and thus acquiring its diverse language skills relies on the development of learners’ abilities in an educational context. In this domain, teachers play a vital role through scaffolding techniques to aid in enhancing pupil’s educational levels in obtaining learning objectives. The proposed study is considered descriptive-analytical based on its methodology and applied for its purpose. Indeed, the research′s primary purpose is to investigate the impact of scaffolding ELT lessons on students in Iran and to provide useful suggestions for improving EFL learners in the underlying context. The sample size is 60 people (male = 30 and female = 30) in the age range of 15-25 years of both genders, which is carried out based on a random sampling method as the approximate statistical population.Furthermore, 30 English teachers of both genders (male = 15 and female = 15) in the age range of 25-40 years old were interviewed to conclude the true condition in the ELT domain, particularly in Iran. It should also be noted that written consent is received from all participants. Data collection was conducted through some methods like observation. The study′s results revealed that scaffolding techniques influence Iran’s EFL context.
Fateme Moradian Fard; Elahe AghaBabaie
Volume 2, Issue 2 , April 2013, , Pages 97-107
Abstract
This study aimed at examining whether co-teaching strategy could maximize EFL students' reading comprehension more than the traditional single person teaching. To fulfill the study, 90 female students were selected from among 120 students of intermediate EFL learners already passed level five at two ...
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This study aimed at examining whether co-teaching strategy could maximize EFL students' reading comprehension more than the traditional single person teaching. To fulfill the study, 90 female students were selected from among 120 students of intermediate EFL learners already passed level five at two private language institutes in Shahre-Kord. They were all female, between seventeen to twenty in age. Three experienced female teachers took part in the study. After administering the Nelson Proficiency Test, 60 students whose score range fell one standard deviation above and below the mean were selected and divided into a control group and an experimental group. In the treatment part, reading comprehension section was implemented by one teacher for the control group while for the experimental group, teaching reading section was done by two teachers. Finally, a post-test on reading comprehension was conducted for both groups, and a t-test analysis was conducted to see whether the treatment was significant or not. The findings of the study revealed that there was a significant difference between the control and the experimental group in terms of their reading improvement and that experimental group outperformed the control group.
