Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults

To test the scaffolding theory when applied to the teaching and learning of writing English as a foreign language, this cross-sectional study was conducted to collect physiological data. A total of 53 participants were randomly assigned into two groups, and brain activity was investigated during a g...

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Autores principales:	Hung-Cheng Tai, Chun-Ming Chen, Yuan-Hsiung Tsai, Bih-O Lee, Yulis Setiya Dewi
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	brain neural connections left inferior frontal gyrus functional magnetic resonance imaging English as a foreign language EFL teaching and learning writing Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/c891b081442647d798c6dbd36d21d63b
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spelling	oai:doaj.org-article:c891b081442647d798c6dbd36d21d63b2021-11-25T16:56:07ZIs Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults10.3390/brainsci111113782076-3425https://doaj.org/article/c891b081442647d798c6dbd36d21d63b2021-10-01T00:00:00Zhttps://www.mdpi.com/2076-3425/11/11/1378https://doaj.org/toc/2076-3425To test the scaffolding theory when applied to the teaching and learning of writing English as a foreign language, this cross-sectional study was conducted to collect physiological data. A total of 53 participants were randomly assigned into two groups, and brain activity was investigated during a guided-writing task using storytelling pictures. The writing task was further divided into four parts using graded levels of difficulty. The experimental group performed tasks in sequence from easy to difficult, whereas the comparison group performed the tasks at random. Outcomes included handwriting assessments and fMRI measurements. Writing outcome assessments were analyzed using SPSS, and scanned images were analyzed using Statistical Parametric Mapping (SPM) software. The results revealed a positive learning effect associated with scaffolding instruction. The experimental group performed better during the writing tasks, and the fMRI images showed less intense and weaker reactions in the language processing region than were observed in the comparison group. The fMRI results also presented the experimental group with reduced motor and cognitive functions when writing in English. This study provides insight regarding brain activity during writing tasks in humans and may have implications for English-language instruction.Hung-Cheng TaiChun-Ming ChenYuan-Hsiung TsaiBih-O LeeYulis Setiya DewiMDPI AGarticlebrain neural connectionsleft inferior frontal gyrusfunctional magnetic resonance imagingEnglish as a foreign languageEFL teaching and learning writingNeurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENBrain Sciences, Vol 11, Iss 1378, p 1378 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	brain neural connections left inferior frontal gyrus functional magnetic resonance imaging English as a foreign language EFL teaching and learning writing Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	brain neural connections left inferior frontal gyrus functional magnetic resonance imaging English as a foreign language EFL teaching and learning writing Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Hung-Cheng Tai Chun-Ming Chen Yuan-Hsiung Tsai Bih-O Lee Yulis Setiya Dewi Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
description	To test the scaffolding theory when applied to the teaching and learning of writing English as a foreign language, this cross-sectional study was conducted to collect physiological data. A total of 53 participants were randomly assigned into two groups, and brain activity was investigated during a guided-writing task using storytelling pictures. The writing task was further divided into four parts using graded levels of difficulty. The experimental group performed tasks in sequence from easy to difficult, whereas the comparison group performed the tasks at random. Outcomes included handwriting assessments and fMRI measurements. Writing outcome assessments were analyzed using SPSS, and scanned images were analyzed using Statistical Parametric Mapping (SPM) software. The results revealed a positive learning effect associated with scaffolding instruction. The experimental group performed better during the writing tasks, and the fMRI images showed less intense and weaker reactions in the language processing region than were observed in the comparison group. The fMRI results also presented the experimental group with reduced motor and cognitive functions when writing in English. This study provides insight regarding brain activity during writing tasks in humans and may have implications for English-language instruction.
format	article
author	Hung-Cheng Tai Chun-Ming Chen Yuan-Hsiung Tsai Bih-O Lee Yulis Setiya Dewi
author_facet	Hung-Cheng Tai Chun-Ming Chen Yuan-Hsiung Tsai Bih-O Lee Yulis Setiya Dewi
author_sort	Hung-Cheng Tai
title	Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
title_short	Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
title_full	Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
title_fullStr	Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
title_full_unstemmed	Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
title_sort	is instructional scaffolding a better strategy for teaching writing to efl learners? a functional mri study in healthy young adults
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/c891b081442647d798c6dbd36d21d63b
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Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults

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