The Effect of Peer Scaffolding on Iranian EFL Learners’ Listening Comprehension


1 Assistant Professor, Allameh Mohaddes Nouri University

2 MSc Student, Allameh Mohaddes Nouri University


This study investigated the extent to which peer scaffolding could contribute to the listening comprehension on Iranian EFL learners with elementary level of language proficiency. To fulfill this objective, 33 institute students were selected through Key English Test (KET) and assigned to two groups in experimental (scaffolding group) and control (non-scaffolding group). After the participants’ initial level of listening comprehension was measured by a pre-test, the interactive strategies of scaffolding were given to the experimental group in 10 sessions and the two groups’ achievement was measured by a post-test and a delayed post-test. The results of T-test indicated that collaborative scaffolding strategies were effective in enhancing EFL learners’ listening comprehension and the experimental group outperformed the control group. Also, the result of the qualitative data analyzes showed the use of peer scaffolding strategies in the experimental group and employment of L1 and background knowledge in the task performance. The frequency analyses of the detected strategies revealed a peer –peer scaffolding framework. On implication side, this study could prescribe different individual learning plans for learners with different learning needs.


Article Title [Persian]

تاثیر کمک رسانی همسالان بر درک شنیداری زبان آموزان ایرانی

Authors [Persian]

  • کریم شعبانی 1
  • سکینه ملک دار 2
1 استاد یار گروه زبان انگلیسی دانشگاه علامه محدث نوری
2 دانشجوی کارشناسی ارشد آموزش زبان انگلیسی دانشگاه علامه محدث نوری
Abstract [Persian]

این مطالعه میزان کمک رسانی همسالان بر درک شنیداری زبان آموزان ایرانی در سطح ابتدایی را مورد بررسی قرارداده است. برای این منظور 33 زبان آموز از طریق آزمون KET انتخاب و در دو گروه آزمایش و کنترل قرار داده شدند. بعد از تعیین سطح درک شنیداری مشارکت کنندگان با یک پیش-آزمون راهبردهای تعاملی کمک رسانی در 10 جلسه به گروه آزمایش داده شد و فعالیتهای دو گروه با دو آزمون پس-آزمون و پس-آزمون با تاخیر مورد اندازه گیری قرار گرفت. نتایج آزمون آماری T-test نشان داد که راهبردهای تعاملی کمک رسانی در پیشرفت درک شنیداری زبان آموزان موثر بوده و گروه آزمایش عملکرد بهتری نسبت به گروه کنترل داشته است. همچنین نتایج حاصل از تحلیل داده های کیفی استفاده از استراتژی های کمک رسانی و بکارگیری زبان اول و دانش پس زمینه در انجام تمرین را درچارچوب کمک رسانی همسالان مشخص و نمایان ساخته است. علاوه بر آن، این مطالعه می تواند با راهبردهای مختلف یادگیری فردی برای زبان آموزان با توجه به نیازهای مختلف یادگیری موثر باشد.

Keywords [Persian]

  • درک شنیداری
  • کمک رسانی
  • کمک رسانی همسالان
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