A New Tool for Prompting ZPD: Statistical Results vs. Learners’ Perspectives

Abstract

Finding practical methods leading to a promising and autonomous learning is one of the significant objectives of research in the field of Foreign Language Teaching. Along with these attempts, this study tries to meet challenges by creating an alteration in the cloze procedure application. We aimed to study the effectiveness of employing a cloze procedure before teaching reading skills on Iranian engineering students’ Zone of Proximal Development (ZPD). Applying quasi-experimental, pre-test, posttest, and delayed posttest design, the participants were selected using intact classes and randomly divided into the experimental and control groups. The participants were 380 B.S. Iranian first-year engineering students whose English proficiency levels were determined by using the Oxford Quick Placement Test. Except for using the cloze procedure in the experimental group (N=190), everything was similar between groups during the instruction. In addition to pre-test, posttest, and delayed posttest, the experimental group received a questionnaire to reflect on the efficacy of using the cloze procedure. The obtained data were analyzed by SPSS. The results showed that employing instructional cloze texts before teaching reading skills was significantly effective in terms of creating participants’ ZPD and broadening their learning. These findings from the tests were consistent with the results obtained from questionnaires. The implication of the present study is that considering the learners’ developmental level, instructors can manipulate traditional methods and use the materials innovatively to facilitate learning. Also, training learners to set goals, plan their learning, and monitor their progress during the learning process should be given surplus attention.)