Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| English (Second Language) | 1 |
| Females | 1 |
| Foreign Countries | 1 |
| Instructional Effectiveness | 1 |
| Language Teachers | 1 |
| Likert Scales | 1 |
| Metacognition | 1 |
| Pretests Posttests | 1 |
| Questionnaires | 1 |
| Scaffolding (Teaching… | 1 |
| Scores | 1 |
| More ▼ | |
Source
| Reading & Writing Quarterly | 1 |
Author
| Hemmati, Fatemeh | 1 |
| Mortazavi, Mahboobeh | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
| Iran | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHemmati, Fatemeh; Mortazavi, Mahboobeh – Reading & Writing Quarterly, 2017
This study aimed to investigate the impact of different types of scaffolds on the writing regulatory skills of a cohort of Iranian learners of English (N = 120). The article reports a comparison of the pretest and posttest performance of learners in 4 experimental conditions--namely, the metacognitive scaffolds, conceptual scaffolds, procedural…
Descriptors: Scaffolding (Teaching Technique), Foreign Countries, English (Second Language), Second Language Learning
