چکیده:
Technology mediated learning brings together the users with shared interests.
This method makes learners informally engaged in language learning. This study
intended to investigate the effect of technology mediated instruction on cognitive
scaffolding, academic performance and motivation. Employing a quasiexperimental
research, 80 learners from two intact classes at Islamic Azad
University, Osku Branch were selected as the experimental and control groups.
Telegram as a tool was used in the experimental group, while the control group
received traditional way of instruction. Critical ethnography approach was
implemented to consider the amount of cognitive scaffolding. To measure the
students’ motivational level in both groups, Course Interest Survey (CIS) was
administered at the end of the semester. The total average score for each group
was calculated. To compare students’ academic achievement, their average
scores in the final academic test were considered. An Independent samples t-test
in was used to compare the mean scores. The results indicated that technology
mediated learning brought about cognitive scaffolding and the students in the
experimental group outperformed the control group in terms of motivation and
academic achievement. The results of the study suggest that to bring about
academically successful students, practitioners should use technology mediated
instruction.
خلاصه ماشینی:
The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement.
: academic achievement, cognitive scaffolding, motivation, technology mediated instruction Keywords Introduction Social networking sites generate communities based on users’ shared interests and beliefs (Kuswara, Cram &Richards, 2008).
The shift to learner-centered teaching approach in technology-mediated instruction has also created learning environment and experiences that enable student to construct their own knowledge rather than adhering to the traditional teaching method of knowledge transferal (Van der Schee, 2003).
Technology mediated instruction helps learners to have more choice and control over instructional activities, which can lead to high intrinsic motivation (Wilson & Corpus, 2005).
Therefore, by implementing AT framework, this study intends to investigate the effect of technology mediated instruction on cognitive scaffolding, students’ motivational level and academic achievements in an EFL context.
For the second research question regarding the effect of technology mediated instruction on motivational level of students, the CIS average mean score was calculated for both experimental and control groups.
Telegram mediates academic learning through establishing online connections, participating in online groups and communicating with online participants (Kim & Jeong, 2009).
This study employed AT as a theoretical and analytical framework for understanding the potential of Telegram to cognitively scaffold learners and motivate them to learn, and its effect on the students’ academic performance.
The present study intended to compare the cognitive scaffolding, motivational levels and also academic achievement of both control and experimental groups after implementing technology-mediated instruction.