چکیده مقاله
The landscape of high stakes English language testing, specifically the IELTS Speaking sub test, has undergone a radical transformation toward digital and hybrid formats between 2020 and 2026 For Iranian EFL candidates, the transition from traditional face to face interviews to screen mediated and video call speaking VCS has been identified in the literature as a source of persistent psychosocial barriers, most notably foreign language speaking anxiety and cognitive overload This review synthesizes existing pedagogical frameworks, such as Scaffolded Blended Micro learning SBM , to address these challenges An integrative conceptual analysis was performed on eighteen core studies, comprising seven national investigations focused on the Iranian context and eleven international studies published between 2015 and 2026 The synthesis of these scholarly works reveals that traditional macro instructional models often fail to mitigate the cognitive paralysis and infrastructural barriers experienced by Iranian candidates during digital speaking tasks In contrast, existing research suggests that micro learning interventions delivered in atomic segments, combined with asynchronous feedback and mobile assisted tools, can effectively lower the affective filter and enhance speaking self efficacy The analyzed literature highlights the effectiveness of blended scaffolding, a hybrid of human led support and digital precision, in bridging the gap between learner competence and test performance Based on synthesized literature, the review concludes that an integrated architecture, such as the SBM approach, is essential to optimize working memory and proceduralization These findings signal a significant shift in language education toward more human centric and cognitively aligned assessment practices
کلیدواژهها
نویسندگان
Elham Bakhtiarpoor
Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran.
Elham Bakhtiarpoor
Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran
Maryam Beiki
Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran.
Maryam Beiki
Department of TEFL, North Tehran Branch, Islamic Azad University, Tehran, Iran
شیوه ارجاع
Bakhtiarpoor, Elham and Beiki, Maryam,1405,From Macro-tasks to Atomic Units: A Conceptual Review of Scaffolded Micro-learning for IELTS Candidate,4th International Conference on Modern Studies in Psychology, Educational Sciences, Social Sciences, and Education,Tehran
ارائهشده در
مجموعه مقالات چهارمین کنفرانس بین المللی مطالعات نوین در روانشناسی، علوم تربیتی، علوم اجتماعی و آموزش و پرورش31 اردیبهشت 1405 · تهران