期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2015
卷号：4
期号：2
页码：105
出版社：Brahmaputra Publishing House
摘要：Scaffolding as an essential concept in sociocultural theory, has been demonstrated to havean important role in instruction. The primary purpose of this study was to investigate two types ofscaffolding, mainly the possible effects of teacher- and peer scaffolding on EFL learners’ readingcomprehension. To conduct the study, 30 female EFL learners at pre-intermediate level from alanguage institute in Islamabad Gharb, Kermanshah, were selected and divided in to two groups,receiving teacher and peer scaffolding respectively. All the participants took a pre-test followed bytreatment sessions, and the posttest. The results of t-test showed that scaffolding techniques playedan effective role on learners’ reading comprehension development. It was also found that teacherscaffolding appeared to be more successful in improving students’ reading comprehension in thisparticular EFL context. Using different scaffolding behaviors, teacher was more successful inmediating learners’ reading comprehension. The findings of the study highlight the fact that teacherand peer scaffolding both can be used as an effective technique to help students to improve theirreading comprehension abilities.
关键词：teacher-scaffolding; peer-scaffolding; Sociocultural Theory (SCT); mediation; reading;comprehension
