چکیده:
This study was set out to shed light on the efficacy of pushed output directed by scaffolding on 41 (24 female and 17 male) upper-intermediate EFL learners’ speaking fluency and accuracy. A public version of IELTS speaking test was held to measure learners’ entrance behavior. Then, they were randomly assigned into symmetrical, asymmetrical, and control group. The experimental and control groups covered 7 lessons of New Interchange 2 during 15 sessions, twice a week for about 45 minutes each session. Control group received placebo while symmetrical and asymmetrical groups worked on pushed output tasks. The data were audio recorded and transcribed for statistical analyses. The results indicated the efficacy of pushed output in boosting speaking. However, tests of between-subjects effects revealed that the mean score of the control group was not significantly different from that of experimental groups concerning speaking fluency. Furthermore, the results of Tukey's HSD post-hoc tests showed that asymmetrically pushed output activities were more effective in enhancing learners speaking accuracy. In sum, the results suggested that the implementation of pushed out put strategies in student centered contexts could be considered as an effective way in the development of learners’ oral output.
خلاصه ماشینی:
Furthermore, the results of Tukey's HSD post-hoc tests showed that asymmetrically pushed output activities were more effective in enhancing learners speaking accuracy.
Scaffolding refers to the interim or additive support, guidance, or explanations that are given to the learners in order to help them (when they encounter new situation, content, topic or complex task) develop their current levels of proficiencies or in general term their competence (De Guerrero & Villamil, 2000; Gibbons, 2002; Cooper & Robinson, 2014).
The noticing function of POH, in production activities, make students aware of their incapability to use the target forms to convey their meanings (Byrne, 2012; Schmidt & Frota 1986; Thwaites, 2014) and increase their awareness of the gap between their productions and the outputs of more proficient learners or teachers (Swain, 1998; Izumi, 2003).
Therefore, the current study was set out to shed more light on the effects of POH directed by symmetrical and asymmetrical scaffolding on learner’s speaking fluency and accuracy.
Q. 2 Is there any significant difference between the effects of symmetrical and asymmetrical scaffolding based on pushed output on the fluency and accuracy of EFL learners’ oral production?
The second research question deals with the differences between the effects of symmetrical and asymmetrical pushed output on EFL learners’ speaking fluency and accuracy.
Discussion The major aim of the current study was investigating the effect of symmetrical and asymmetrical pushed output on EFL learners’ speaking fluency and accuracy.
Furthermore the findings of the current study revealed that the integration of POH activities with scaffolding based instruction lead to effective and fruitful results in second language learning and more specifically in speaking fluency and accuracy.