An Empirical Study Of Computer Assisted Scaffolding Instruction In Rural Primary Students' English Vocabulary Teaching

Compared with the rich educational resources in developed big cities,the backward education development of rural primary schools with weak infrastructure is mainly reflected in the backward educational concepts and educational resources.Although scaffolding instruction has already been introduced to China,the study of rural primary school of scaffolding instruction is very rare,and traditional scaffolding instruction lack the powerful modern equipment support.This experiment would fully combine scaffolding instruction and modern education technology support together in order to enhance vocabulary learning effect in rural primary school.The main purpose of this thesis is to make use of computer-assisted scaffolding instruction to teach English vocabulary among rural primary students in order to improve English vocabulary learning effect in rural primary school.This study mainly solves the following three research questions:1.Has students? learner autonomy been promoted by suing Computer Assisted scaffolding instruction in primary school?2.What are the changes on students? vocabulary strategies based on the computer assisted scaffolding instruction?3.To what extent does Computer Assisted scaffolding instruction improve students? vocabulary proficiency?This experiment is conducted at Tiantuan primary school in Hebei province with a period of 4 months from September 2nd,2019 to January 6th of the next year,aiming to investigate the application of Computer-assisted scaffolding teaching in a rural primary school.Questionnaire,test and interviews are well-designed as research tools.All the collected data were analyzed by the use of SPSS software and qualitative and quantitative analysis methods were adopted.The results show that computer-assisted scaffolding teaching has a positive effect on the level of students? learner autonomy in the experimental class.In addition,under the computer-assisted scaffolding teaching method,students? vocabulary learning intention become stronger and they use more diversified vocabulary learning strategies than before.