摘要：Mediation in general, and teacher and peer-mediation in particular, whose genesis
are Vygotsky’s sociocultural and Feuerstein’s mediated learning experience
theories, is a novel approach aimed at scaffolding low level learners by
experienced instructors or peers. The main objectives of the present study,
however, were to investigate the effects of teacher and peer-mediation on EFL
learners' grammar learning (active vs. passive voice) at pre-intermediate level. In
addition, the focus was on the effectiveness of the two strategies of mediation on
grammar learning and retention. To this end, a sample of 45 EFL learners within
the age range of 14 to19 was selected from among 68 pre-intermediate learners of
a private language institute in Khoy, Iran. A homogeneity test, pretest, immediate
and delayed posttests were used as data collection tools. The results revealed that
teacher-mediation was more effective than peer-mediation and traditional and/or
static assessment in improving the learning of active vs. passive voice statements in
the short and long-run.
关键词：peer;mediation; teacher;mediation; grammar learning; active voice; passive
voice
