An Investigation of the Effects of Scaffolding Task-Based English Logic Learning: A Cognitive Style Approach

ABSTRACT

Task-based learning can be used to promote language learning. On the other hand, scaffolding instruction can help students without sufficient abilities to undertake tasks. Accordingly, we developed the Scaffolding Task-based English Logic Learning (S-TELL) by incorporating scaffolding instruction into Task-based Learning. The S-TELL was applied to facilitate research students to learn how to present clear logical relationships in academic writing. Additionally, an empirical study was conducted to investigate how different cognitive style groups (i.e., Serialists and Holists) reacted to the S-TELL, including learning performance, learning perception and learning behavior. Regarding learning performance, the findings showed that either Holists or Serialists made significant improvement via interacting with the S-TELL. Moreover, Holists significantly obtained higher post-scores than Serialists though they had similar task scores. Regarding learning perception, few perception differences existed between Serialists and Holists. Regarding learning behavior, Holists demonstrated more behavior sequences than Serialists. This was due to the fact that Holists often checked the current status and used the English hint while Serialists did not show such behavior. According to these findings, we proposed a framework, which can be employed to personalize the S-TELL in our future work so that the preferences of Holists and Serialists can be accommodated.

Acknowledgement

The authors would like to thank the Ministry of Science and Technology of the Republic of China, Taiwan, for financialsupport (MOST 108-2511-H-008-011-MY3 and MOST 108-2629-H-008-001-MY3).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sherry Y. Chen

Sherry Y. Chen is currently a Chair Professor at Graduate Institute of Network Learning Technology, National Central University, Taiwan. She was granted an Outstanding Scholar Award from the Foundation for the Advancement of Outstanding Scholarship, Taiwan in 2010 and the Ministry of Science and Technology, Taiwan in 2017.

Yu-Fen Tseng

Yu-Fen Tseng was a research student at the Graduate Institute of Network Learning Technology, National Central University, Taiwan.