Document Type : Research Paper

Authors

• Seyed Mohsen Hosseini ¹
• Azizullah Mirzaei ¹
• Mahmood Hashemian ²

¹ English Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran

² English Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran

Abstract

According to Skill Acquisition Theory (SAT), for declarative knowledge to become automatized, it needs to be clearly understood and practiced. Vygotsky (1978) viewed this process as fundamentally collaborative and mediational. Recent L2 research has employed Schemas for Complete Orienting Basis of an Action (SCOBA) as mediational tools to mediate underlying cognitive processes leading to use of targeted lexico-grammatical features. The present study explored EFL learners’ development of automatized grammatical knowledge of English tense-aspect concepts through SCOBA-based mediation. The adopted SCOBAs were essentially informed by Cognitive Grammar (CG) to mediate L2 learners’ conceptual understanding of the intended English features. The study used convenience sampling to recruit and randomly assign a cohort of 63 pre-intermediate EFL learners to an experimental (online/synchronous) and a comparison (offline/asynchronous) group. The experimental group received real-time intervention via Skype, while the comparison group had offline treatment through WhatsApp. The study employed a mixed-methods approach comprising Elicited Imitation Tests (EIT) and semi-structured interviews for data collection. Results of pretest-posttest comparisons indicated that both groups improved significantly after the instruction; however, subsequent ANCOVA results showed that the online group outperformed the offline group in their attainments of automatized grammatical knowledge regarding English tense-aspect application. Finally, participants’ retrospective perceptions in the online setting attributed their better performance to real-time characteristics of online learning environments such as timely feedback and enhanced collaborative learning engagement. In conclusion, a synthesis of SCOBAs and online affordances demonstrated to be useful tools for mediating L2 grammatical automaticity.

Keywords

• automatized grammatical knowledge
• concept-based language instruction
• SCOBA
• virtual language learning
• a/synchronous setting

Main Subjects

• Psycholinguistics