سعیده منصوری

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). The participants were divided into three groups each consisting of 40 learners. One group of the participants received peer scaffolding; the second group was exposed to teacher scaffolding via the Telegram app based on process approach principles, while the third group served as the control group. The control group received conventional vocabulary teaching in such a way that the Telegram app was not employed. The learners in the control group were also provided with vocabulary exercises in the vocabulary book (English Vocabulary in Use). Data were collected through a sample copy of OPT, a vocabulary test, and a self-regulation questionnaire. The results of a one-way ANOVA revealed that both peer and teacher scaffolding significantly affected vocabulary learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on vocabulary learning. The results of a two-way ANOVA indicated that the main effect of treatment on vocabulary learning was significant; however, there was no statistically significant difference between the effects of the two treatment modalities on students’ vocabulary learning.

This study examined the effects of peer and teacher technology-enhanced scaffolding through process approach on Iranian EFL learners’ collocational knowledge with regard to impulsivity and reflectivity. The participants included 132 EFL learners at the intermediate level selected from an initial number of 204 learners based on their scores on Preliminary English Test (PET). The 132 learners were divided into three groups and given a collocation pretest and the reflectivity/impulsivity questionnaire. The three groups of the study were the peer scaffolding (N=48), the teacher scaffolding (N=43), and the control group (N=41). In each of the three groups, there were both reflective and impulsive learners. The first experimental group received peer scaffolding via Telegram while the second experimental group was exposed to teacher scaffolding. As for the control group, no teacher or peer scaffolding was provided and the learners were taught collocations in a conventional way. After the treatment, the posttest of collocations was given to the three groups. The results revealed that both peer and teacher scaffolding significantly affected collocation learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on collocation learning. The results also indicated that the main effect of treatment on collocation learning was significant; however, there was not a statistically significant interaction between peer and teacher scaffolding through the process approach in a technology-enhanced environment and reflectivity vs. impulsivity on EFL learners’ collocation learning. Based on the results, EFL teachers can employ both peer and teacher scaffolding in a technology-enhanced environment to improve EFL learners’ collocational knowledge irrespective of learners’ impulsivity and reflectivity.