The effects of instructional scaffolding on EFL high school students' making references and guessing words' meanings in reading texts : Master of education. Program: Principles and methods in English language education
The current study was implemented with 90 Grade 12 students from a rural upper secondary school in Kien Giang province, Vietnam. The main objectives of this study were to explore the effects of instructional scaffolding on EFL high school students' making references and guessing words' mea...
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| Format: | Bog |
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Cần Thơ
Trường Đại học Cần Thơ
2020
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| Thư viện lưu trữ: | Trung tâm Học liệu Trường Đại học Cần Thơ |
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| Summary: | The current study was implemented with 90 Grade 12 students from a rural upper secondary school in Kien Giang province, Vietnam. The main objectives of this study were to explore the effects of instructional scaffolding on EFL high school students' making references and guessing words' meanings in reading texts and to gain an insightful look into high school students’ attitude towards EFL teacher’s instructional scaffolding namely questioning and modelling about making references and guessing words' meanings during reading lessons. The study was designed as an experimental study. A mixed method research was used. Both quantitative and qualitative data were collected by exploiting three significant research instruments in terms of pretest-posttest, questionnaire and interviews. The findings of the study showed that (1) EFL high school students’ making references and guessing words meaning are more positively affected by teacher’questioning than by teacher’s modelling; (2) Most EFL high school students show their interest and highly appreciate teacher’s modelling and questioning on making references and guessing words’ meaning in reading class. |
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