TY -的A2 Rezvani伊桑·盟——Sarmiento-Campos Noemi-Victoria AU - Lazaro-Guillermo,胡安·卡洛斯盟——Silvera-Alarcon Edwin-Neil AU - Cuellar-Quispe,塞吉奥盟——Huaman-Romani Yersi-Luis盟——Apaza奥斯卡Apaza盟——Sorkheh Abdolsatar PY - 2022 DA - 2022/12/20 TI -看看维果斯基的社会文化理论(SCT):脚手架方法的有效性,对英语学习者的口语成绩SP - 3514892六世- 2022 AB -来说是一个学习者的英语能力应该获得。然而,学习者有几个说话困难,其中一个是害怕讲英语时犯错误。因此,本研究调查的影响脚手架方法增强伊朗EFL学习者的口语成绩。达到这个目的,一个样本的61年伊朗英语学习者选择从牛津共有87名参与者根据他们的位置(选择,2007)性能的测试。他们选了一个私人的英语语言学校。他们的英语水平在中级水平。目标参与者被随机分为两组:对照组(常规组)和实验组(脚手架组)。中级水平的主要标准是满足学习者的选为受访者在这项研究。他们的说话能力是由口语部分的宠物进行预测计算。我预备考试包含不同部位像面试。 In the next phase, the treatment was administered. For the scaffolding group, the instructor offered flexible occasions to exercise their skills, knowledge, and learning methods in diverse settings and for different targets. Carrying out the dialogs and designing questions from the texts, making conversations based on the picture and the question cards, were applied as scaffolding techniques. The control group, on the other hand, took part in typical speaking courses using customary methods of instruction. The teacher provided the pupils with a piece of recent news and a video episode of recent events in order to employ authentic language—language as it is used in a real situation. Finally, the two groups’ performances were posttested by PET speaking section. The performance of the two groups was compared, also the results of their pretest and posttest were contrasted. The inferential statistics including independent samples t以及和配对样本 t测试结果表明,实验有很大区别组和对照组期末测验。结果表明,实验组显著优于对照组( p < 0.05 )在后续测试,表明对实验组应用脚手架是有效的。这项研究有几个突出的教育意义。SN - 2090 - 4002你2022/3514892 / 10.1155——https://doi.org/10.1155/2022/3514892——摩根富林明,教育研究国际PB - Hindawi KW - ER