NHẬN THỨC CỦA HỌC SINH PHỔ THÔNG VỀ HOẠT ĐỘNG HỌC BỔ TRỢ (SCAFFOLDING) TRONG VIỆC HỌC KỸ NĂNG NGHE TIẾNG ANH

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Thị Trang Hà, Quốc Thao Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2022

Mô tả vật lý: tr.17 - 24

Bộ sưu tập: Metadata

ID: 332605

Thêm vào giỏ Liên kết toàn văn

Bài báo trình bày nghiên cứu về nhận thức của học sinh phổ thông về hoạt động bổ trợ (Scaffolding) trong việc học kỹ năng nghe tiếng Anh. Nghiên cứu được thực hiện tại một trường phổ thông trung học tại tỉnh Bà Rịa – Vũng Tàu, và đối tượng tham gia trả lời bảng câu hỏi gồm có 120 học sinh lớp 10. Dữ liệu thu thập được xử lý bằng phần mềm SPSS theo hình thức thống kê mô tả. Kết quả cho thấy học sinh phổ thông nhận hoạt động bổ trợ trong việc học kỹ năng nghe tiếng Anh đóng vai trò hỗ trợ tăng khả năng hoàn thành bài tập trong vùng phát triển gần và hoạt động tương tác có ngôn ngữ làm trung gian. Ngoài ra, học sinh phổ thông tin rằng hoạt động bổ trợ mang hiệu quả trong việc nâng cao kỹ năng nghe. Bài báo cũng trình bày các đề xuất sư phạm dựa trên kết quả nghiên cứu. Với các kết quả nghiên cứu này, bài báo hy vọng mang lại lợi ích đối với giáo viên và học sinh ở trong ngữ cảnh nghiên cứu này và ngữ cảnh tương tự, đồng thời hướng đến các nghiên cứu mới.This paper reports a study on high school EFL students’ perceptions of scaffolding learning activities in learning listening skills. The study was conducted at a high school in Ba Ria-Vung Tau province, and it involved a cohort of 120 students in grade 10 who partook in answering the questionnaires. The gleaned data was processed by the software SPSS in terms of descriptive statistics. The results indicated that high school EFL students perceived the roles of the scaffolding learning activities in learning listening skills as task-enabling support within the zone of proximal development and as language-mediated co-regulation. Additionally, EFL students believed the scaffolding learning activities were effective in enhancing their listening skills. This paper also presents the pedagogical implications drawn from the findings, which is hoped to be beneficial to EFL teachers and students in the research context and those in other similar ones, and to shed light on further similar studies.

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