Iranian Journal of Applied Linguistics، جلد ۲۵، شماره ۱، صفحات ۷۸-۱۰۳
عنوان فارسی
چکیده فارسی مقاله
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی The Effect of Teacher Scaffolding on EFL Learners’ Reading Proficiency: A Meta- analysis
چکیده انگلیسی مقاله
In this research, we carried out a meta-analysis of the effects of teacher scaffolding on EFL learners’ reading proficiency in which 28 experimental and quasi-experimental studies published from 2008 to 2022 and 39 effect sizes were reviewed and synthesized. Three questions guide this analysis: What is the overall effect of teacher scaffolding on EFL learners’ reading proficiency? To what extent moderator variables such as learners’ educational levels and proficiency levels modify the effect of the teacher scaffolding? What is the magnitude of publication bias in this analysis? The overall effect size was found to be 0.89, which represents a large effect size based on Cohen, Manion and Morrison’ (2007) scale. The effect sizes of moderator variables were calculated and it was reported that the scaffolding has the most effect in elementary learners and elementary school level. The symmetrical funnel plot together with the fail-safe N test indicates that publication bias does not have any significant effect on the effect size reported in this study. The findings of this meta-analysis have implications for EFL teachers, researchers, policy makers and curriculum developers.
کلیدواژه‌های انگلیسی مقاله Scaffolding, Reading proficiency, Research synthesis, Meta-analysis, Effect size
نویسندگان مقاله | Seyyedeh Ghazal Hosseini Mousavi
Shahrood University of Technology


| Seyyed Ali Ostovar-Namaghi
Shahrood University of Technology
نشانی اینترنتی http://ijal.khu.ac.ir/browse.php?a_code=A-10-1369-3&slc_lang=en&sid=1
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده en
موضوعات مقاله منتشر شده تخصصی
نوع مقاله منتشر شده پژوهشی
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات