The Impact of Scaffolding on Academic Achievement in Undergraduate Emergency Language Courses
Bibliographic Data
| ID | 21422285 |
|---|---|
| Authors | An Zhu (0000-0002-9821-2946, Yunnan Vocational College of Mechanical and Electrical Technology), Jian‐Hong Ye (0000-0003-2356-4952, Beijing Normal University, corresponding author) |
| Year | 2026 |
| Volume | 55 |
| Issue | 4 |
| Publication date | 2026-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Psycholinguistic Research (JOURNAL) |
| Journal identifiers | ISSN: 0090-6905 • E-ISSN: 1573-6555 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10936-026-10254-9 |
| PMID | 42223707 |
| OpenAlex | W7163024553 |
| Language | EN |
| References cited | 36 |
The COVID-19 epidemic as a global public health emergency has brought unprecedented attention to emergency languages. Emergency language proficiency is an essential component of national language proficiency, making the development of emergency language service personnel particularly important. Therefore, in this study, 225 students of teaching Chinese to speakers of other languages at a Chinese university were invited to participate in a 8-week quasi-experimental design of a control group (traditional teaching) and an experimental group (scaffolded instruction) to conduct an emergency language course. Based on the Expected Value Theory of Achievement Motivation, this study proposed eight research hypotheses and constructed a research model to understand the effects of students' perceived teacher support on self-regulated learning (SRL) and learning achievement in a scaffolding model
Academic achievement · Component (thermodynamics) · Control (management) · Language acquisition · Language proficiency · Psycholinguistics · Public health · Scaffold · Educational and Psychological Assessments · Educational Technology and Pedagogy · EFL/ESL Teaching and Learning
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| Citation velocity | historical |
|---|---|
| Highly cited | No |