Digital Learning and Reading Comprehension: LMS-Based Comparison of Collaborative and Scaffolding Strategies

This paper attempts to inspect the possible influence of collaborative learning and scaffolding strategies via LMS on reading comprehension of undergraduate and postgraduate EFL students. For this purpose, a total of 180 upper-intermediate EFL university students (90 undergraduates and 90 postgraduates) were recruited via convenience sampling. Participants were divided into three intact groups - collaborative, scaffolding, and control - with 30 students in each group. The first group received reading instruction via collaborative learning through the LMS, while the second experimental group was taught using scaffolding strategies on the same platform. The control group received traditional instructor-led instruction. TOEFL reading comprehension test, consisting of 40 items, was used as a pretest and posttest. One-way ANCOVA showed that both collaborative learning and scaffolding strategies via LMS bring good effects to both undergraduate, F(2, 86) = 24.30, p = 0.000, η2 = 0.36, and postgraduate, F(2, 86) = 22.33, p = 0.000, η2 = 0.34) EFL students’ reading comprehension. Furthermore, the results proved that collaborative learning is more effective (p = 0.013) than scaffolding strategies to enhance undergraduate EFL students’ reading; nonetheless, for the postgraduates, collaborative learning and scaffolding strategies via LMS have almost the same impact (p = 0.095) on postgraduate EFL students’ reading skill. Findings can be helpful for higher education EFL students, teachers and educators.