Abstract:
This study explores the effects of educational software based on scaffolding design principles. Online Search-and-Find Tool (OSFT) was designed to help English Language Learners (ELL) refine what they intend to search, reflect on what they find and increase the quality of the information. The study was conducted in a computer laboratory with a total of 56 preparatory students in a university. While the experimental group participated in the study by engaging with a full-fledged version of the OSFT, the control group completed the study by using a stripped-down version of the tool without any scaffolding except the basic instructions to carry out the task. The scores of both groups’ online information synthesis tasks were compared. Additionally, their online reading habit and online information search strategy scores were correlated with the task scores. The experimental groups’ answers to the OSFT questions/instructions and their feedback for the tool were analyzed. The results showed that the experimental group did not significantly outscore the control group in their tasks and there was not any significant correlation between both groups’ task scores and their online reading habit and online information search strategy scores. However, the feedback from the experimental group indicated that the OSFT was well-received. The findings did not provide support for the use of an online search and find a tool designed by scaffolding principles during the online inquiry by university-level ELLs. Recommendations are offered to improve the tool and implement it into university level curriculums.
