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A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

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Listed:
  • Mohammad Awad Al-Dawoody Abdulaal
  • Iman El-Nabawi Abdel Wahed Shaalan
  • Maryumah Heji Alenazi
  • Wael Matar Alharbi
  • Naglaa Fathy Mohammad Atia Abuslema

Abstract

Based on a sociocultural theory and a plethora of experiential studies on the efficacy of scaffolding on foreign language learning, the goal of this research article is to examine the effectiveness of diverse types of scaffolding on university students’ lexical digesting and reading perception from a sociocultural standpoint. Using the Harvard Placement Test, 40 EFL students from a total of 70 were selected and divided into two experimental groups and a single control group. The first group (G1 Exp.) was given teaching with instructor scaffolding, the second group (G2 Exp.) received instruction with peer scaffolding, and the control group (G3 Cont.) received conventional instruction without any external enhancement. Pretests for lexical digesting and reading perception were administered to the three groups. Following the treatment, post-tests for lexical digesting and reading perception were administered. Descriptive statistics and inferential statistics were used to examine the collected data. The results showed a significant difference between instructor and peer scaffolding, with the peer scaffolding group outperforming the instructor scaffolding group. Both experimental groups outperformed the control group in lexical digesting and reading perception. Regarding various kinds of scaffolding, this study provided some advice for psycholinguists, curriculum designers, and language instructors.

Suggested Citation

  • Mohammad Awad Al-Dawoody Abdulaal & Iman El-Nabawi Abdel Wahed Shaalan & Maryumah Heji Alenazi & Wael Matar Alharbi & Naglaa Fathy Mohammad Atia Abuslema, 2024. "A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception," SAGE Open, , vol. 14(2), pages 21582440241, May.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241257915
    DOI: 10.1177/21582440241257915
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    References listed on IDEAS

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    1. YANG Dan, 2021. "A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability," World Journal of English Language, Sciedu Press, vol. 11(2), pages 1-43, September.
    2. Quan-Hoang Vuong, 2016. "Impacts of geographical locations and sociocultural traits on the Vietnamese entrepreneurship," Working Papers CEB 16-012, ULB -- Universite Libre de Bruxelles.
    3. Lihong Ding & Jirarat Sitthiworachart & John Morris, 2023. "Effect of Scaffolding and Peer Review on Learning in a PAD Class," World Journal of English Language, Sciedu Press, vol. 13(2), pages 499-499, March.
    4. Fang Li, 2022. "The Impact of the Flipped Classroom Teaching Model on EFL Learners’ Language Learning: Positive Changes in Learning Attitudes, Perceptions and Performance," World Journal of English Language, Sciedu Press, vol. 12(5), pages 136-136, June.
    5. Joji T. Recamara, 2022. "Call Up Approach: An Intervention Program Driving Effects on Learners’ Performance in the Core Subject Areas," World Journal of English Language, Sciedu Press, vol. 12(7), pages 236-236, December.
    6. Mohammad Awad Al-Dawoody Abdulaal & Naglaa Fathy Mohammad Atia Abuslema & Amal Zakaria Mahmoud Hal & Asma’ Abdelhaleem Amer & Waheed M. A. Altohami, 2023. "A multimodal investigation of EFL upper-intermediate learners’ conceptual metaphors of language learning with some psychological implications," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-8, December.
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