The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate

Yunxian Guo; Yongliang Wang; José Luis Ortega-Martín

doi:10.30827/portalin.vi40.27061

Autores/as

Yunxian Guo Henan University
Yongliang Wang Henan University
José Luis Ortega-Martín Universidad de Granada https://orcid.org/0000-0003-4875-0188

DOI:

https://doi.org/10.30827/portalin.vi40.27061

Palabras clave:

Aprendizaje combinado, Andamiaje, Autoeficacia, Deseo por comunicarse, Zona de desarrollo próximo

Resumen

Motivar al alumnado para que participen en una comunicación efectiva es una de las tareas fundamentales de educación lingüística. En consecuencia, el deseo por comunicarse (WTC) y la autoeficacia de alumnos de L2 son requisitos para un aprendizaje exitoso. Para mejorar la calidad del aprendizaje, los estudiantes de inglés como lengua extranjera necesitan un apoyo efectivo, incluido andamiaje que los motive a desarrollar sus conocimientos en contextos de aprendizaje combinado (BL). Para examinar las técnicas de andamiaje basadas en BL sobre la autoeficacia y el WTC del alumnado, este diseño cuasi experimental cuenta con 232 participantes que fueron asignados a los grupos experimentales y de control, incluyendo estudiantes de nivel intermedio y avanzado. Posteriormente, se distribuyeron como pre-test los cuestionarios de autoeficacia y los del WTC. Los resultados estadísticos de dos pruebas ANCOVA bidireccionales mostraron que tanto el dominio del idioma como el tipo de tratamiento son los moderadores significativos de las puntuaciones de eficacia. El grupo experimental superó al de control y los alumnos de nivel avanzado superaron a los de nivel intermedio. Los resultados indicaron que mientras que el dominio de lengua no moderó las puntuaciones del WTC, el tipo de tratamiento sí fue un moderador significativo.

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Biografía del autor/a

Yunxian Guo, Henan University

Yunxian Guo is Associate Professor of Applied Linguistics at the School of College English Teaching and Research of Henan University, Mainland China. She has got her Ph.D degree in English Language and Literature. Her research interests are educational psychology, EFL teaching and learning theory and practice, and EFL teachers’ professional development.

José Luis Ortega-Martín, Universidad de Granada

José Luis Ortega-Martín is currently an associate professor and researcher at the Faculty of Education at the University of Granada, the director of the working group for foreign language teaching and learning (Junta de Andalucía - HUM-1011) and coordinates different research projects. He is also the Scientific Director at Common Ground Research Network. Dr. Ortega has written and participated in more than seventy publications including books, chapters of books, and several papers related to bilingualism, TEFL, teacher training, classroom management, motivation, etc.

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