چكيده به لاتين
The purpose of the study was to investigate whether there was any significant difference between collaborative learning by using scaffolding strategy and non-scaffolding strategy in learning grammatical features through an online learning environment that is, recognizing correct and incorrect forms. To do so, SHAD platform was chosen since the Ministry of Education of Iran was assigned this platform for online learning. After selecting and homogenizing the participants, they were randomly assigned into two groups of the control group who received non-scaffolding strategy, and the experimental group who received scaffolding strategy. After administering the pretest of grammar, ten sessions were offered to students and at the end, a posttest of grammar was given to all the students in both groups. For analyzing the data, a paired samples t-test, an independent samples t-test were performed. The results revealed that the experimental group outperformed the control group in distinguishing correct and incorrect forms of grammar. Regarding the multiple-choice test in the control group, there was no significant difference in scores for the pretest and the posttest and the p-value was higher than 0.05. On the contrary, in the experimental group, there was a statistically significant difference in scores for pretest and posttest and the p-value was less than 0.05. Concerning recognizing the incorrect form in the control group, there was no significant difference in scores for pretest and posttest and the p-value was higher than 0.05. On the other hand, regarding the experimental group, there was a statistically significant difference in scores for pretest and posttest and the p-value was less than 0.05. The implications of the study recommend that teachers use scaffolding strategies for teaching and improving language learning among the students.
