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Ahmadpour, Leila, Yousefi, Dr. Mohammad Hossein. (1394). Group Collaboration, Scaffolding Instruction, and Peer Assessment of Iranian EFL Learners Oral Tasks. , 4(1), 31-44. doi: 10.22049/jalda.2018.26138.1046
Leila Ahmadpour; Dr. Mohammad Hossein Yousefi. "Group Collaboration, Scaffolding Instruction, and Peer Assessment of Iranian EFL Learners Oral Tasks". , 4, 1, 1394, 31-44. doi: 10.22049/jalda.2018.26138.1046
Ahmadpour, Leila, Yousefi, Dr. Mohammad Hossein. (1394). 'Group Collaboration, Scaffolding Instruction, and Peer Assessment of Iranian EFL Learners Oral Tasks', , 4(1), pp. 31-44. doi: 10.22049/jalda.2018.26138.1046
Ahmadpour, Leila, Yousefi, Dr. Mohammad Hossein. Group Collaboration, Scaffolding Instruction, and Peer Assessment of Iranian EFL Learners Oral Tasks. , 1394; 4(1): 31-44. doi: 10.22049/jalda.2018.26138.1046

Group Collaboration, Scaffolding Instruction, and Peer Assessment of Iranian EFL Learners Oral Tasks

Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 3، دوره 4، شماره 1 - شماره پیاپی 7، خرداد 2016، صفحه 31-44    اصل مقاله (560.8 K)
نوع مقاله: Research Article
شناسه دیجیتال (DOI): 10.22049/jalda.2018.26138.1046
نویسندگان
Leila Ahmadpour* 1؛ Dr. Mohammad Hossein Yousefi2
1Ph.D. Candidate in TEFL, English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran
2Assistant Professor of TEFL, English Language Department, Bonab Branch, Islamic Azad University, Bonab, Iran
چکیده
Peer assessment has gained growing popularity in education and teaching. Being a learning tool, evaluating their peers can equip learners with skills to develop judgments about what forms high-quality work. There have been however research gaps in the literature showing a lack of adequate work on the investigation of peer assessment in a group-oriented classroom context. The present study intended to compare the effectiveness of group work with peer assessment and scaffolding with lack of it on learners’ oral accuracy. For this purpose, the regular past tense –ed grammatical target structure as a challenging feature was selected. A total of 34 low-intermediate Iranian EFL learners in two intact classes took part in the study. Although one class was exposed to group work enhanced by peer assessment and scaffolding, the control class did not receive any such instruction. Participants provided answers to pre- and post- grammar tests and their performance was subjected to statistical data analysis by means of ANCOVA. The results indicated the superiority of the experimental group in comparison to the control group. The findings were therefore in line with the cognitive elaboration hypothesis and the sociocultural theory. The findings were discussed with relation to implications for language teachers.
کلیدواژه‌ها
Group Work؛ Peer Assessment؛ Scaffolding؛ Oral Accuracy؛ and Sociocultural Theory
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