Andere Kunden interessierten sich auch für
![The Significance of Scaffolding in Fostering Learner Autonomy]( "The Significance of Scaffolding in Fostering Learner Autonomy")
The Significance of Scaffolding in Fostering Learner Autonomy32,99 €![Classroom Discourse Competence]( "Classroom Discourse Competence")
Classroom Discourse Competence49,00 €![Learner Autonomy in the CLIL Classroom]( "Learner Autonomy in the CLIL Classroom")
Learner Autonomy in the CLIL Classroom82,20 €![Writing in Chinese in Non-Heritage Classroom]( "Writing in Chinese in Non-Heritage Classroom")
Writing in Chinese in Non-Heritage Classroom64,99 €![Teachers'' Beliefs on and Use of Ludic Language in the EFL Class]( "Teachers'' Beliefs on and Use of Ludic Language in the EFL Class")
Teachers'' Beliefs on and Use of Ludic Language in the EFL Class38,99 €![Beliefs About Language Learning and Out-of-class Language Learning]( "Beliefs About Language Learning and Out-of-class Language Learning")
Beliefs About Language Learning and Out-of-class Language Learning51,99 €![Determiners in Siin Seereer]( "Determiners in Siin Seereer")
Determiners in Siin Seereer18,99 €
This study sought to establish and develop innovative instructional procedures, in which scaffolding can be expanded and applied, in order to enhance learning of English as a Foreign Language (EFL) writing skills in an effective hybrid learning community (a combination of face-to-face and online modes of learning) at the university where the researcher is working. Many educational experts still believe that technology has not been harnessed to its potential to meet the new online characteristics and trends. There is also an urgency to reconsider the pedagogical perspectives involved in the utilisation of online learning systems in general and the social interactions within online courses in particular that have been neglected to date. An action research design, conducted in two cycles within a duration of four months, was utilised throughout this study. It was intended not only to achieve a paradigm shift from transmission-absorption to socio-constructivist teaching/learning methodologies but also to inform practice in these technology-rich environments. The findings of this current study extended earlier understandings of scaffolding in an EFL hybrid learning environment.