The Impact Of Scaffolding Strategy Training On College English Learners’ Self-efficacy And Learning Strategies

With the development of information and technology, people take fully advantage of high technology. Both computer and internet have already integrated into learner’s life over past decades. Accordingly, the innovation in college English education is generated. Based on computer learning environment, this innovation put the integrative application ability of the learners on a higher agenda. On the perspective of evaluation, the integration has been made between the summative assessment and the formative assessment over the past few years.This thesis is based on Vygotsky’s social constructivist theory. That theory encouraged the learners to build their own learning construction, select situations, connect new knowledge with learners’pre-existing knowledge, complete tasks by cooperation, and transfer what they have learned to other new learning projects. Meanwhile, this study establishes the mechanism for strategy training, and provides timely feedback to students. The purpose of this study is to promote the integrative EFLL ability of the College English learners. Upon mastering of that ability, learners can reflect on learning process, master the techniques to learn effectively, and improve their self-efficacy. This study empirically examined the impact of scaffolding strategy training on college English learners’self-efficacy, Learning strategy, as well as academic achievement. Hence, the researcher adopts the hierarchical design, and manages to explore the following research questions:1. What is the effect of scaffolding strategy training on EFL learners’self-efficacy?2. How does scaffolding strategic training affect learners’EFL academic achievement?3. What is the general strategy use disposition distribution between treatment group and control group from pre-test to post-test?4. How do strategy preferences of the treatment group and control group change over time?5. What effect does feedback exert on the high-scaffolding group after strategy training process? The researcher administrated questionnaires and case studies to120non-English majors in school of Science and Technology from Jiang Xi Normal University over one semester. The treatment group is trained by scaffolding strategy training (SST), while control group continues to learn in traditional modes.The result shows that the SST has positive influence on learners’ EFL self-efficacy, computer self-efficacy, and academic achievement; students in experimental group tend to use more deep strategy after the experiment; students exhibit a more stable and advanced strategy use tendencies after SST; feedback exerts a positive impact on students’ self-efficacy.The implication is that educators should employ the high-tech teaching devices properly, respect the personal character of each student, build up EFL learners’ confidence, monitor the implementation of strategies, and support learners with more humanistic and individualized assistance.