Scaffolding in Massive Open Online Courses (MOOC) vs. Scaffolding in Face-to-face Programs in IELTS Writing Task: Test-takers’ Perceptions in Focus

International Journal of Foreign Language Teaching and Research

دوره 12، شماره 46، دی 2023، صفحه 83-95   

نوع مقاله: Research Papers

شناسه دیجیتال (DOI): 10.30495/jfl.2023.706251

نویسندگان

Rezvan Narimani؛ Fariba Rahimi Esfahani^* ؛ Sajad Shafiee

Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

چکیده

Abstract
This research sought to investigate IELTS test-takers' perceptions of obtaining scaffolded MOOC-based training. To accomplish this purpose, 50 IELTS candidates were chosen through convenient sampling and assigned to one of two groups: a MOOC-based teaching group (MG, n = 25) and a face-to-face instruction group (F2FG, n = 25). The MG test-takers were exposed to FutureLearn, while the F2FG test-takers were given identical materials in person. Scaffolding took the form of visual aids, pre-teaching the necessary terminology, drawing on the participants' past knowledge of a subject, modeling what they were requested to write, and providing them with the sentence patterns needed to complete the IELTS Writing Task 2. The writing pre-test and post-test scores of the two groups were examined using a one-way ANCOVA, which revealed that the MG learners outperformed their F2FG counterparts significantly. The perception questionnaire results revealed that MG students liked MOOC-based education for their writing courses. The implications and applications of the current study's results are provided at the end of the research
 

کلیدواژه‌ها

IELTS؛ L2 Writing؛ MOOC؛ Perceptions؛ Scaffolding

مراجع

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