인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
피인용 0
초록·키워드
Research conducted into scaffolding variations has widely investigated first/second language teachers and learners who do not have communication constraints. However, little is understood about how an EFL teacher scaffolds a young autism spectrum disorder (ASD) learner’s shared reading experiences with a storybook app. This study aims to draw an EFL teacher's cognitive, affective, and technical scaffolding and investigate to what extent Vygotsky’s theory accounts for the three types of scaffolding during shared reading activities with a storybook app. This case study design involved an EFL teacher and an ASD learner (aged 12, with an IQ of 110). The ASD learner only learned English from his teacher and a storybook app for more than one year. The EFL teacher’s frequency of utterances was transcribed, coded, and interpreted into three scaffoldings behavior. The results indicate that the three types of cognitive behavior frequently emerged during shared story activities to support learners’ interactive communication. This study offers a robust framework of how the three scaffolding categories are applied concurrently during interactive story sharing with the storybook app. It recommends that future researchers examine teacher's scaffolding behavior using a specific micro-analytical approach.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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