Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
To test the scaffolding theory when applied to the teaching and learning of writing English as a foreign language, this cross-sectional study was conducted to collect physiological data. A total of 53 participants were randomly assigned into two groups, and brain activity was investigated during...
Saved in:
| Main Authors: | , , , , , |
|---|---|
| Format: | Article PeerReviewed |
| Language: | English English English |
| Published: |
Multidisciplinary Digital Publishing Institute (MDPI)
2021
|
| Subjects: | |
| Online Access: | https://repository.unair.ac.id/119690/1/Jurnal%2009.pdf https://repository.unair.ac.id/119690/2/KARIL%2009.pdf https://repository.unair.ac.id/119690/3/Turnitin%2009.pdf https://repository.unair.ac.id/119690/ https://pubmed.ncbi.nlm.nih.gov/34827377/ https://doi.org/10.3390/brainsci11111378 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | Universitas Airlangga |
| Language: | English English English |
| Summary: | To test the scaffolding theory when applied to the teaching and learning of writing English
as a foreign language, this cross-sectional study was conducted to collect physiological data. A total
of 53 participants were randomly assigned into two groups, and brain activity was investigated
during a guided-writing task using storytelling pictures. The writing task was further divided into
four parts using graded levels of difficulty. The experimental group performed tasks in sequence
from easy to difficult, whereas the comparison group performed the tasks at random. Outcomes
included handwriting assessments and fMRI measurements. Writing outcome assessments were
analyzed using SPSS, and scanned images were analyzed using Statistical Parametric Mapping
(SPM) software. The results revealed a positive learning effect associated with scaffolding instruction.
The experimental group performed better during the writing tasks, and the fMRI images showed
less intense and weaker reactions in the language processing region than were observed in the
comparison group. The fMRI results also presented the experimental group with reduced motor and
cognitive functions when writing in English. This study provides insight regarding brain activity
during writing tasks in humans and may have implications for English-language instruction. |
|---|