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The effect of context-based video instruction on learning and motivation in online courses. Educational Technology Research and Development, 56(4), 401-422.īritish Council. A scaffolding framework to support the construction of evidence-based arguments among middle school students. Retrieved from īelland, B., Glazewski, K., & Richardson, J. The effectiveness of using cooperative learning method on ESL reading comprehension performance, students’ attitudes toward CL, and students’ motivation toward reading of secondary stage in Saudi public girls’ schools (Doctoral dissertation, West Virginia University). Keywords: Cooperative learning, Scaffolding, Satisfaction, English learning achievementĪlharbi, L. This study implies that “Scaffolded Think-Group-Share” learning has the potential to enhance student satisfaction and comprehension in English as a foreign language (EFL) classes.
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According to the findings, there were statistically significant differences in student satisfaction and English learning achievement between the Scaffolded Think-Group-Share group, the Group Investigation group, and the Learning Together group. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student satisfaction and English learning achievement) in “Scaffolded Think-Group-Share” learning with those in “Group Investigation” and “Learning Together” learning, which are other types of cooperative learning methods.
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The purpose of this study was to examine whether or not “Scaffolded Think-Group-Share” learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school.