초록 열기/닫기 버튼
This study investigated learners’ experiences in a scaffolded task of reading online media articles in college English classes offered for the students of A2 level of CEFR. Forty-seven freshmen enrolled in College English1 participated in the study. The adopted scaffolding model was analyzed based on theoretical consideration. Students’ perceptions of controllability and value of the target task along with their perceptions of self-regulated learning and self-efficacy were measured at the beginning and the end of the semester, during which the task was implemented twice. Students’ achievement emotions at three phases (before, during, and after the target task) were also tracked over the course of the semester. The analyses of the data showed that the effects of the scaffolding model proposed were mixed. Students’ perceptions increased in the value of the task and self-efficacy in four language skills after the implementation of the task, whereas their perceptions of controllability and self-regulated learning decreased slightly. In prospective outcome emotions, there was an increase in a positive emotion but a decrease in negative emotions after completing the task. However, anxiety stayed as the predominant prospective outcome emotion after the completion of the task. Possible ways to polish the model were discussed.
