درخت حوزه‌های تخصصی

Reading comprehension is a fundamental skill for language learners, yet EFL students often encounter obstacles in developing this ability. Grounded in the sociocultural theory, the current study explored the impact of teacher interactional scaffolding and peer collaborative scaffolding on the reading comprehension of Iranian EFL learners in a blended learning context. A mixed-methods approach was employed, incorporating quantitative analysis of pre-and post-reading comprehension tests as well as qualitative examination of semi-structured interviews. The findings revealed that both teacher interactional scaffolding and peer collaborative scaffolding significantly enhanced learners' reading comprehension. However, no statistically significant difference was found between the two scaffolding approaches. Qualitative data analysis uncovered EFL learners' positive attitudes toward both forms of scaffolding, citing the dynamic support, collaborative problem-solving, and development of metacognitive skills as key benefits. The study underscores the pivotal role of scaffolding in facilitating EFL reading comprehension, with teacher interactional and peer collaborative scaffolding serving as complementary pedagogical strategies. Implications of this research include the need for EFL instructors to incorporate a judicious blend of teacher-led and peer-mediated scaffolding techniques to optimize learners' reading comprehension development. Additionally, the study highlights the adaptability of scaffolding approaches to blended learning environments, where the interactions between teachers, peers, and learners may necessitate innovative scaffolding implementations. This research contributes to the growing body of literature on the efficacy of sociocultural learning principles in enhancing EFL reading comprehension.

Abstract This research covers the differences in some of the interactional competence components, such as topic management, turn management, non-verbal behavior, breakdown repair, and interactive listening, among Iraqi elementary and advanced EFL learners. In relation to both the face-to-face and virtual environments, this article tries to divulge how the said competencies of these learners change with task types—opinion exchange and jigsaw tasks—and educational setting. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts.

This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive technologies, fostering positive developmental outcomes for visually impaired adolescents.