Teacher- and peer-enhanced scaffolding: Self-regulated learning of collocations in CALL

The present study explored the impact of concordancing and teacher- and peer-enhanced scaffolding on self-regulated learning of receptive high communicative value (HCV) and low communicative value (LCV) L2 collocations. To this end, 120 intermediate Iranian learners of English were randomly divided into four groups. The three experimental groups were required to perform a story writing and a paraphrasing task in the context of concordancing for 10 sessions under three experimental conditions: the peer-enhanced scaffolding, the teacher-enhanced scaffolding, and the no-scaffolding. The control group, however, was engaged with the same tasks having no access to either concordancing or scaffolding. All the experimental groups showed a significant improvement in recognition of HCV and LCV collocations in the immediate and delayed posttests. However, no statistically significant difference was observed among the experimental groups in recognizing HCV and LCV collocations either in the immediate or in the delayed posttest.