Journal articles on the topic 'Language scaffolding'
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Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (August 19, 2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.
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Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
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Rodi, Mireille, and Cécile Moser. "Quelques considérations sur l'étayage dans une situation d'évaluation particulière: le jeu symbolique." Travaux neuchâtelois de linguistique, no. 29 (December 1, 1998): 135–53. http://dx.doi.org/10.26034/tranel.1998.2661.
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During our work for the diploma in speech therapy, we concentrated on the problem of assessing children's language abilities in discursive-interactive perspective (language analysis in interaction). Within this framework, we chose the pretend play situation in order to assess certain linguistic and pragmatic capacities in a child with developmental language disorders (dld) an in a child without, each interacting with a speech and language therapist, and then with his/her mother. Our results have shown relevant elements about adults scaffolding in child's language. Firstly, the child with dld requires an important amount of adult scaffolding at the various levels of analysis (the verbal participation, the interaction plannification, the use of communicative functions). Secondly, different interlocutors implie different scaffoldings and influence notably on the child's language. This shows, in our opinion, the necessity to consider the impact that our own language has on a child's language production and to integrate it into an evaluative perspective.
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Jablonka, Eva, and Simona Ginsburg. "Scaffolding emotions and evolving language." Behavioral and Brain Sciences 35, no. 3 (May 23, 2012): 154–55. http://dx.doi.org/10.1017/s0140525x1100152x.
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AbstractWe suggest that, in animals, the core-affect system is linked to partially assimilated behavioral dispositions that act as developmental scaffolds for the ontogenetic construction of emotions. We also propose that in humans the evolution of language altered the control of emotions, leading to categories that can be adequately captured only by emotion-words.
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Febrianto, Aziza Restu. "Teachers’ and Student’s Scaffolding in Second Language Learning." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 1, no. 2 (September 5, 2019): 1. http://dx.doi.org/10.32503/edulink.v1i2.604.
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The aim of this paper is to show how scaffolding from teacher to students and that from students to students work during a sequence of language learning in which communication skills and fluency are the goals to reach. Pedagogical sequence that includes the roles of teacher in facilitating students involved in various types of learning activity and tasks has been analysed to find educational implications of the theories. Based on the data of some empirical studies, it shows that the strategy used by teacher to facilitate the activities and give corrective feedbacks is very helpful to make students focus on the goals. This is how scaffolding from teacher works efficiently in classroom learning. Pair and group work interactions among students with different characteristics also prove how scaffolding from students to students are present and contributes to the communication skills development. However, not all students can provide useful scaffolding for others due to their different personality. In conclusion, the teacher’s scaffolding and students’ scaffolding occur in different patterns (Storch 2002: 119-158). Teacher’s scaffolding comes in a various range of support, while student’s scaffolding might be helpful, but not as significantly as that of the teacher.
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Park, Jungha. "Scaffolding Strategy for Beginner Reading Class in Korean as a Foreign Language." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 22 (November 30, 2023): 603–17. http://dx.doi.org/10.22251/jlcci.2023.23.22.603.
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Objectives This study suggests the strategy of scaffolding for learners who are beginners in Korean language as a foreign language and aims to use meaningful teaching and learning strategies in Korean beginner’s reading classes in the future.
Methods To this end, many prior studies related to reading strategy and scaffolding were first considered. Based on the fact that scaffolding strategy research in Korean reading education as a foreign language was not conducted, theoretical background was considered to present scaffolding strategies which are necessary and appropriate for Korean beginner reading classes.
Results Based on Kim (2005)'s direct scaffolding structure and strategy, this study reconstructed four scaffolding types: explaining; demonstrating; giving hints; asking questions. Newly reorganized settings and examples were also presented based upon Choi (2003).
Conclusions The contributions of this research are presented as follows: (1) the need for scaffolding in beginner Korean reading as a foreign language was mentioned; (2) the scaffolding type in beginner Korean reading as a foreign language was newly reconstructed and presented, unlike the existing scaffolding type in reading education.
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Ihm, Hee-Jeong. "Scaffolding Support Strategies for Elementary English CLIL Classes." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 4 (February 28, 2023): 687–99. http://dx.doi.org/10.22251/jlcci.2023.23.4.687.
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Objectives This study aims to find out what scaffolding types are for input reinforcement in CLIL (Content and language Integrate Instruction, CLIL) for elementary English learners and explore specific methods and strategies for scaffolding support. Derived from the study By applying the scaffolding strategy described in this study to elementary science content integration classes, an appropriate scaffolding strategy is presented.
Methods For the purpose of the method study, the concept of scaffolding, the definition of scaffolding, and the categories and types of scaffolding were established by analyzing the literature on the concept of scaffolding and CLIL studies at home and abroad. In order to develop a list of detailed strategies for scaffolding, the strategy lists from previous studies were cross-occupied and sub-strategies that fit the functions and characteristics of the upper strategy were placed.
Results The CLIL scaffolding strategy was largely divided into four scaffolding supporters: teachers, fellow learners, textbooks, and technology, and instructional, affective, and cognitive weights. For each emptying strategy, a list of scaffolding strategies that can be applied to actual CLIL classes was identified. In addition, the scaffolding strategy was applied by taking the CLIL class, the science content of the 3rd grade of elementary school, as an example.
Conclusions The scaffolding strategy derived from this study is a fixed scaffolding strategy that teachers can plan in advance, and it is also necessary to study a responsive scaffolding strategy that actively supports according to the response and level of students during sign language. In addition, scaffolding strategies centered on teacher support are common, but with the development of the digital technology environment, scaffolding support that develops learners' self-directed learning ability should also be established. The language use strategy for the class operating language of the CLIL class is also necessary for the scaffolding support strategy, and follow-up research on this is required.
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Chen, Junyuan. "Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions." Journal of Language and Cultural Education 10, no. 1 (March 1, 2022): 16–24. http://dx.doi.org/10.2478/jolace-2022-0002.
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Abstract This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.
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Wu, Shu-hua, and Sulaiman Alrabah. "Instructional Scaffolding Strategies to Support the L2 Writing of EFL College Students in Kuwait." English Language Teaching 16, no. 5 (April 24, 2023): 53. http://dx.doi.org/10.5539/elt.v16n5p53.
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This classroom-based study investigated the most frequently employed instructional scaffolding strategies to support second language (L2) writing by three English as foreign language (EFL) college teachers in Kuwait. Thus, this study had two aims: (1) to investigate the most frequently-used scaffolding strategies for teaching writing that were employed by the participating EFL teachers, and (2) to survey the students’ perceptions of their teachers’ scaffolding strategies. Data collection methods included classroom observations, a survey, and six group interviews with the three teachers. Microsoft Excel software was used to analyze the numerical data from the survey. The observations and interviews produced the most frequently used strategies for instructional scaffolding in the EFL writing classroom. The grounded survey items were gleaned from the data of the observations and group interviews. The survey was distributed among the students to gain their perceptions of their teachers’ instructional scaffolding strategies. The findings revealed that the three EFL teachers frequently employed the two scaffolding strategies of rhetorical scaffolding and prior knowledge scaffolding. However, they utilized contextual scaffolding and language development scaffolding to a lesser extent in the writing classroom. Implications included the need to orient EFL teachers through training courses on scaffolding strategies and their optimal applications in the writing classroom.
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Rehan Dar, Fatima, Alia Faruqui, and Muniza Asad. "Scaffolding English Language Teaching through Technology." Journal of Education & Social Sciences 7, no. 2 (October 2019): 79–92. http://dx.doi.org/10.20547/jess0721907206.
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Liu, Zhengxia, Jie Hua, and Zixu Zhang. "Scaffolding Instruction in Virtual Language Learning." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 386–91. http://dx.doi.org/10.17507/jltr.1302.20.
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In the digital age, language learning by way of Internet technology has been popular among learners and the traditional classroom teaching is being replaced by virtual learning due to the pandemic. The upcoming technologies presenting a number of challenges for language teachers are changing teaching and learning environment. The models of virtual language learning require learners to be more cooperative to construct their own learning pace. A new scaffolding instruction is booming in terms of language education to promote linguistic and academic development. Different from the traditional classroom education, it is necessary for instructors to provide scaffolds for the students to enter the situation, set up a support and explore the differences with independence. The effect of good scaffolding instruction can optimize the virtual language learning in such aspects as cooperative learning and quality control and facilitate the learners’ development on critical thinking with the ultimate purpose of independent learning.
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Shakirdjanovna, Azizova Gulnora. "SCAFFOLDING AS AN INTERACTIVE METHOD IN TEACHING A FOREIGN LANGUAGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 07 (July 30, 2021): 10–12. http://dx.doi.org/10.37547/philological-crjps-02-07-03.
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The article discusses the concept of scaffolding, its history and application in methodology and pedagogy, as well as the main characteristics for the successful use of this technique. The detailed analysis of this technique is given in the article. The experiment is examined as an example of this technique.
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Talitha, Stella, Tri Mahajani, and Rina Rosdiana. "Development of Scaffolding in Stimulating Students Motivation and Language Acquisition." Pedagonal : Jurnal Ilmiah Pendidikan 7, no. 2 (October 31, 2023): 159–67. http://dx.doi.org/10.55215/pedagonal.v7i2.8721.
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This study aims to get an overview of the implementation of scaffolding in student language acquisition and describe student motivation in participating in language acquisition activities with the use of scaffolding. Through the application of scaffolding, language acquisition is obtained by learners. This study uses qualitative descriptive research design because this study presents research results based on facts that exist in everyday life as they are. Language acquisition for students on the words steel tank, gondola, scour, rivers, paddled; wings, tail, antennae, beak, muzzle, ankles, as per teacher-designed scaffolding. Of the six stages of scaffolding, five stages are carried out by teachers, the last stage is reflective of students and teachers only. For the level of motivation and intelligence starting from the highest percentage of motivation based on intelligence: students who are intelligent and motivated as much as 54%, students have average intelligence and motivated 19% who are intelligent and unmotivated, 12%; Smart and unmotivated students and average and unmotivated students, 2% each. This indicates that in general, the use of scaffolding affects student motivation in language learning with the help of other activities programmed by the school.
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Kitjaroonchai, Nakhon, and Chomphunut Phutikettrkit. "Online Scaffolding Strategies: Case Studies of Asian EFL Learners in an Academic Writing Course." Theory and Practice in Language Studies 12, no. 10 (September 30, 2022): 2036–47. http://dx.doi.org/10.17507/tpls.1210.10.
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The article reported a case study investigating the scaffolding strategies of twelve Asian EFL learners in four small groups’ scaffolding strategies during two online collaborative writing (OCW) tasks in a composition course using Google Docs as a writing platform. Of interest was how EFL learners with different L1 scaffold each other while co-constructing OCW tasks, and also if scaffolding strategies used during OCW tasks influence writing performance. Data collection included pre-test and post-test writing, two OCW tasks on descriptive and argumentative essays, learners’ use of scaffolding and non-scaffolding negotiations during OCW tasks observed through Google Docs revision history, and student reflection. The findings showed that learners in small groups employed both scaffolding and non-scaffolding dialogues to jointly construct their OCW tasks by giving advice, providing suggestions, responding to questions or requests, asking questions, or clarifying ideas. Learners who contributed more texts directed their team and initiated both scaffolding negotiations and non-negotiations while performing group work. The study results also revealed that members who employed more scaffolding negotiations during their OCW processes likely produced a better quality of writing in their post-test. Nevertheless, these findings indicated that members in small groups benefited from both scaffolding and non-scaffolding negotiations as they helped in task revisions. The findings contributed to research that has investigated online scaffolding strategies in EFL learners’ collaborative writing tasks.
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Chaisang, Rujirat, and Suttawan Sriwantaneeyakul. "Scaffoldings, Translation Errors, and Language Awareness by Thai University Students." Theory and Practice in Language Studies 13, no. 7 (July 1, 2023): 1614–19. http://dx.doi.org/10.17507/tpls.1307.02.
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Translation is considered one of the most complicated tasks for English as a foreign language (EFL) learners to undertake, as achieving faultless translation requires multiple skills. To render perfect meanings between two languages, syntactic and semantic skills are necessary. However, some tasks require even more, namely pragmatic skill, to translate the profound meanings of the words or phrases and the meanings between a paragraph’s lines. This study was conducted to help Thai university students overcome these obstacles. The teacher’s scaffolding procedures were introduced during the translation process in a translation course to increase the students’ awareness of errors so they could consequently produce sound translations. Our findings show the significant effectiveness of scaffoldings for the improvement of translation tasks with appropriate lexical selection and good semantic form. However, the translation of some language aspects, such as figurative language, still needs further support and investigation.
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Li, Danli, Qing Gao, and Mengyao Ma. "Developing intercultural communicative competence in French-medium content and language integrated learning courses through teacher scaffolding." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 99–113. http://dx.doi.org/10.30827/portalin.viviii.29236.
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The increasing popularity of Content and Language Integrated Learning (CLIL) courses has attracted the attention of Chinese language educators. Many scholars have examined its functions of facilitating the development of content and language. However, intercultural communicative competence (ICC), as a core aspect of CLIL’s 4Cs (communication, content, cognition, and culture) framework, has been hardly analysed. Moreover, most studies on CLIL courses have been conducted in English-medium contexts, with scant attention paid to CLIL programs delivered in languages other than English. Drawing from sociocultural theory, this study aims to investigate how Chinese students develop ICC through teacher scaffolding in French-medium CLIL courses and their views on facilitating ICC in CLIL courses. The study collected data from a six-week classroom observation of twenty Chinese French-major undergraduates and interviews with seven of these students. The findings revealed that teacher scaffolding, i.e. explaining academic language, drawing on previous knowledge and linguistic scaffolding, helped to develop the participants' ICC. This research addresses the gap in understanding how teacher scaffolding can facilitate students' ICC development in a French-medium CLIL course, providing pedagogical guidance for CLIL teachers on how to promote ICC. FUNDING INFORMATION. The study was funded by the Fundamental Research Funds for the Central Universities in China (1103-413000094) and Major Projects of China National Language Commission (ZDA145-2).
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Arora, Bani, Hasan Al-Wadi, and Ernest Afari. "Scaffolding instruction for improvement in learning English language skills." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (April 1, 2024): 1265. http://dx.doi.org/10.11591/ijere.v13i2.26659.
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Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.
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Pentimonti, Jill M., Laura M. Justice, Gloria Yeomans-Maldonado, Anita S. McGinty, Laura Slocum, and Ann O’Connell. "Teachers’ Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings." Journal of Early Intervention 39, no. 2 (April 12, 2017): 125–46. http://dx.doi.org/10.1177/1053815117700865.
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The focus of the present work was to examine teachers’ use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were carried out and coded for the frequency of teachers’ use for six types of scaffolds. Children were assessed on measures of language skills. Study findings indicated that teachers utilized scaffolding strategies at relatively low rates and that they utilized low-support scaffolding strategies more frequently than high-support strategies. Furthermore, results suggested that the use of certain types of scaffolding strategies may be beneficial for children’s development of language skills. Findings from this work suggest that teachers may benefit from professional development opportunities focusing on the use of dynamic features of language interventions, such as scaffolding strategies, in the preschool classroom.
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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills." English Language Teaching 10, no. 1 (December 23, 2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.
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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.
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Boştină-Bratu, Simona, Alina Gabriela Negoescu, and Lucia Morar. "Scaffolding Strategies in Overpassing Language Learning Difficulties." Land Forces Academy Review 27, no. 3 (September 1, 2022): 210–15. http://dx.doi.org/10.2478/raft-2022-0027.
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Abstract In educational systems, teachers focus on the involvement of students in learning and on building a solid relationship of trust and collaboration within the foreign language class. To this effect, different methods are consistently used, with clear and adapted learning objectives. The current paper is based on analyses of teaching situations and practices based on the scaffolding method. It discusses strategies used by teachers to improve students’ speaking and writing skills by positioning the concept of scaffolding at the heart of the reflection. Scaffolding, which, basically, involves breaking down large tasks into smaller steps, represents an efficient tool to monitor and guide students to gradually build a linguistic autonomy, and to communicate in writing or orally with little or no help from the teacher.
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Vinita, V. J., and Dr M. Ilankumaran. "Student Centric Approach of the Content Based Instruction and Instructional Scaffolding." International Journal of Recent Technology and Engineering (IJRTE) 11, no. 1 (May 30, 2022): 116–21. http://dx.doi.org/10.35940/ijrte.a6962.0511122.
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Teaching English as a second language expedites the probability of teaching English language in the utmost trying situations. The process of language instruction of English, as a second language. is a highly demanding skill. A number of challenges arise during the process as second language learners have fewer linguistic resources in the language of instruction. Content-Based Instruction lays a stress-free interactive platform for English language learners. Scaffolding students' learning is a possible way to overcome certain tasks that learners come across. Content-Based Instruction oriented teachers hold key responsibility for the implementation of language learning in a classroom condition. The English language is used as an instructional language not only to teach English language lessons in classrooms but also functional in delivering other subjects. The article deals with the English language learning principle through Content-Based Instruction along with the collaboration of scaffolding. The goal of the study mainly rests on the factors responsible for the successful implementation, the strategies, the prospect, and the advantages of language learning through the approach. Content-Based Instructors function as scaffolds offering support to the students to create more specific learning activities. Using scaffolding, Content-Based Instruction can approach the English language learners to promote themselves from what they are capable of doing at present to what they will be able to do later. Scaffolding is a promising teaching technique. It is an interaction promoting tool that promises to enhance speaking skills in second language learning English students. This paper intends to prove the usability features of scaffolding teaching technique in Content-Based Instruction promoting English language teaching, the characteristics and critical features of scaffolded Instruction, methods of instructional scaffolding, and the challenges and benefits of instructional scaffolding. The article ponders upon the importance of time and the preparation of the course of study undertaken by this technique and throws light on how the language facilitators face the challenges like the choice of the topic till the content reaches the language learner and is expected to go an extra mile in imparting the English language learners.
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Hautemo, Aletta Mweneni, and Michele Van der Merwe. "Scaffolding of Wikipedia translation for technology-enhanced language learning." Journal for Language Teaching 55, no. 1 (September 15, 2021): 13–35. http://dx.doi.org/10.4314/jlt.v55i1.1.
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This paper reports on the fi ndings from training on language learning of pre service language student teachers on the translation of English Wikipedia articles into Oshikwanyama and Oshindonga. The interpretative framework of scaffolding was used to conduct the training. The study involved a group of 24 pre-service language student and teachers from a university in Namibia. Data was generated through the observation of the Wikipedia translation intervention referred to above. An openended questionnaire that served as a tool for refl ection on the translation was also used. The participants made use of several mediating technological tools (computers, internet, the Wikipedia website, and online dictionaries) as well as language books and dictionaries to translate articles on the Wikipedia website from English, the students’ second language, into Oshikwanyama/Oshindonga, their home languages. The fi ndings suggest that Wikipedia is a good resource for helping student teachers integrate the use of technology into their language learning in the fi rst-language classroom. It also offers student teachers a chance to develop strategies that scaffold learning in a structured way, using both technological and language mediating tools that are accessible and convenient to use.
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Yawiloeng, Rattana. "Peer Scaffolding During EFL Reading Activities: A Sociocultural Perspective." English Language Teaching 14, no. 12 (November 17, 2021): 44. http://dx.doi.org/10.5539/elt.v14n12p44.
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The purpose of this study was to identify the types of peer scaffolding used by Thai EFL students while completing reading activities. Pre-test, post-test and reading test procedures were implemented to measure the impact of peer scaffolding on students’ reading comprehension. The peer scaffolding checklist was employed to identify the types of peer scaffolding the EFL students used in the reading classroom. This study found that the EFL students gained higher post-test mean scores after engaging in reading activities along with peer scaffolding strategies. The beginner and elementary EFL students mostly used procedural assistance, whereas the intermediate EFL students frequently used sharing and questing as peer scaffolding. These findings may provide sociocultural theoretical and pedagogical implications for EFL teachers when supporting peer scaffolding and assisting EFL students to develop reading comprehension.
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Mirahmadi, Seyyed Hassan, and Sayyed Mohammad Alavi. "The Role of Traditional and Virtual Scaffolding in Developing Speaking Ability of Iranian EFL Learners." International Journal of English Linguistics 6, no. 2 (March 29, 2016): 43. http://dx.doi.org/10.5539/ijel.v6n2p43.
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<p>The present study attempted to investigate the effect of the four scaffolding techniques, namely Hard, Soft (Saye & Brush, 2002), Reciprocal (Holton & Clarke, 2006), and Virtual (Yelland & Masters, 2007), on the speaking ability of the Iranian EFL language learners and their fluency, lexicon, grammar and pronunciation. To this end, the four scaffolding techniques were classified into the two groups of Traditional (Hard, Soft and Reciprocal) and technology-mediated (Virtual). 120 Maritime students at Kharg Azad University (IAU-Kharg) were selected as participants based on convenience sampling. At the onset, an Oxford Placement Test was given to the students to place them in the same proficiency level, Intermediate. 10 students were found as outliers who remained as intact members of the groups throughout the study. Eventually, the 110 homogeneous students were randomly assigned to the four scaffolding groups. A pretest of speaking ability was run to the students prior to the scaffolding treatments lasting for 8 weeks (16 sessions). After the treatments, the students completed a posttest of speaking. Having analyzed the data through SPSS software, it was found that under the influence of the four scaffoldings, not only did the Iranian EFL students outperformed in the posttest of speaking, but they also showed a significant improvement in their fluency, grammar, lexicon, and pronunciation. Thus, the findings of this current study extended earlier understandings of scaffolding in an EFL environment and will contribute to the advancement of future courses in terms of their scaffolding pedagogical aspects.</p>
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Da Silva-Genest, Christine. "Reformulations en situation de rééducation orthophonique." Travaux neuchâtelois de linguistique, no. 60 (January 1, 2014): 137–48. http://dx.doi.org/10.26034/tranel.2014.2894.
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Within an interactionist approach, different forms of scaffolding provided by adults in interaction with children have been identified such as requests, repetitions, reformulations/recasts or instructive questions. Recasts of child's utterances by the adult contribute to language development of children with or without language disorders. The aim of the present longitudinal study is to observe the characteristics of recasts, as linguistic scaffolding, provided by speech and language therapists to children with Specific Language Impairment in remediation sessions. Recasts are considered dialogic and useful to give assistance to the child since they may modify and guide his language. This process of scaffolding is set up through the use of a semiotic system by another.
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Huang, Yijiao. "Effective Construction of Multiple Writing Scaffolds in High School English Reading and Subsequent Writing Instruction." Frontiers in Science and Engineering 3, no. 7 (July 22, 2023): 1–7. http://dx.doi.org/10.54691/fse.v3i7.5308.
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In high school English teaching, reading is the main means of language input, while writing is the main way of language output, and the two complement each other. At present, many English teachers adopt the way of reading followed by writing to teach writing, but there are still some problems about how to build effective language scaffolds for students in the teaching practice of reading followed by writing. In this paper, we will introduce how to build language scaffolding, content scaffolding and thinking scaffolding for students through reading texts through an open lesson on writing, starting from the inseparable relationship between reading and writing.
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Muntasir, Muntasir, and Indra Akbar. "Revisiting the Significance of ZDP and Scaffolding in English Language Teaching." JETLEE : Journal of English Language Teaching, Linguistics, and Literature 3, no. 1 (February 21, 2023): 40–45. http://dx.doi.org/10.47766/jetlee.v3i1.1276.
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This study aims to describe the definition and application of ZPD and scaffolding in English language instruction. This study is a critical review that focuses on how ZPD and scaffolding can be used to construct and structure curriculum materials. Scholars and practitioners in the field of language learning have always sought to develop a theory to facilitate the learning process for students. Some academics have focused on ways to improve students' performance in language learning or how teachers might facilitate the language-learning process. To genuinely know what to help with and how to aid, language teachers must be aware of their students' capacities. The instructor should view students as distinctive individuals with distinct needs, identities, and skills. Teachers should recognize what children can perform alone and what they need assistance with. To empower the teacher, Vygotsky (1978) proposed the Zone of Proximal Development (ZPD) and Scaffolding theories. In this study, we endeavor to examine the theory of ZPD and Scaffolding. Secondly, we apply this idea to the context of language teaching and learning. Lastly, we discuss the significance of these theories for language learner identity.
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Hell, Anna Irma Gertrud. "Lärares iscensättning av stöttning vid nyanlända elevers digitala textproduktion." Educare - vetenskapliga skrifter, no. 3 (May 13, 2022): 130–59. http://dx.doi.org/10.24834/educare.2022.3.6.
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Previous studies describe scaffolding as fundamental for newly arrived students to understand and create texts. In this article, scaffolding students’ multilingual palette (the full range of multilingual resources) is vital for their meaning-making. This study aims to make linguistic diversity visible when scaffolding newly arrived students during digital text activities in narrative and retelling text in Swedish as a second language. The following research question guides the study: How do scaffolding processes during digital text activities contribute to opportunities for newly arrived students with varying backgrounds and experiences of the Swedish language to use their multilingual palettes? The data consists of ethnographic fieldwork in three primary schools (year 3), focusing on scaffolding during nine newly arrived students’ text activities. Through an iterative analysis process, scaffolding emerged to have the following functions: 1) to promote multilingualism, 2) to develop textual competence, 3) to support student space. Scaffolding of newly arrived students who did not yet speak Swedish contributed to all students being able to create text within the text types. However, the scaffolding did not support their use of multilingual resources during individual text activities. For students to develop multilingual resources, scaffolding must focus on translanguaging and non-verbal means of expression, even during individual activities. For this, using digital technology is advantageous.
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Chea, Vannai, and Sok Kuon. "Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes." Cambodian Journal of Educational and Social Sciences (CJESS) 1, no. 1 (June 19, 2024): 89–103. http://dx.doi.org/10.69496/cjess.v1i1.18.
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Teaching mixed-ability English language classes has presented many challenges for teachers to deal with. That said, scaffolding strategies have been recognized for their potential to assist teachers in overcoming such challenges. The current study thus attempts to review the various challenges the teachers encountered in teaching mixed-ability English classes and scaffolding strategies that teachers could adopt to deal with those challenges. The study also aims to review the challenges teachers face when adopting scaffolding strategies. The study clarifies the importance of raising teachers' awareness and readiness to work in mixed-ability English language class settings to reduce the number of students' low learning achievements in lower grade levels and, consequently, to pioneer for higher grade levels. Moreover, teachers could use the results to equip them with the necessary skills to tackle challenges in such classes. The study also contributes to further research on the effects of scaffolding strategies on student performance in the context of Cambodia. Furthermore, the study serves as a useful reference for future research and motivates academics to carry out additional research in the field, particularly among Cambodians, to determine the effects of scaffolding strategies on boosting students' performances and discover a deterrent solution to mixed-level classes. Finally, researchers may conduct future studies using different designs to explore various aspects of scaffolding activities for learning and teaching in Cambodia.
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Dubinina, G. A. "Application of Educational Scaffolding in Content and Language Integrated Training for Major University Disciplines." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 3 (July 6, 2022): 51–55. http://dx.doi.org/10.26794/2226-7867-2022-12-c-51-55.
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The article expands on the specifics of the educational scaffolding in content and language integrated training for specialized disciplines. It is revealed that the methods of stimulating foreign language communicative activity of students are based on the use of active learning methods in combination with interdisciplinary interaction and the use of modern digital educational technologies. The possibilities of scaffolding technology for the implementation of an individual approach to learning by building educational “footing” are presented. The value of scaffolding techniques for the formation of students’ motivation and the creation of a comfortable educational environment is emphasized. The hypothesis is put forward that two directions should be integrated into the process of professionally oriented foreign language teaching using scaffolding: linguistic and professional. The role of interdisciplinary cooperation and interdisciplinary code switching is revealed, in which students receive multilateral support and a significant competitive advantage.
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Kexin, Wang, and Antonia Tsankova. "PEDAGOGICAL THEORY OF SCAFFOLDING AND ITS APPLICATION IN TEACHING CHINESE AS A FOREIGN LANGUAGE." Филология, no. 43 (2023): 69–83. http://dx.doi.org/10.60055/phl.2023.43.69-83.
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The paper puts forward the idea of applying the scaffolding theory in the teaching of written Chinese according to the needs of development of language teaching environment. The article introduces the source, definition, classification and other basic knowledge of the scaffolding theory, then discusses the application of this theory in actual teaching scenarios according to its classification and characteristics, and finally introduces the application of the scaffolding in teaching Chinese as a foreign language according to the requirements of multimedia teaching environment in the Internet age, and finally discusses the research methods of applying it in the design of support materials for teaching Chinese as a foreign language
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Howell, Emily. "Scaffolding multimodality: writing process, collaboration and digital tools." English Teaching: Practice & Critique 17, no. 2 (June 4, 2018): 132–47. http://dx.doi.org/10.1108/etpc-05-2017-0053.
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Purpose This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal. Design/methodology/approach The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding. Findings Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing. Originality/value This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.
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Bahador, Hamid, Amir Zand-Moghadam, and Maryam Fanaie. "Gender, Scaffolding Mechanism and Output Complexity in Task-based Language Learning." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 146. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.146.
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The purpose of this study was to investigate the role of gender in Iranian EFL learners’ output complexity and scaffolding mechanism as they were performing the tasks. The participants were 18 intermediate learners from both genders who were selected based on a proficiency test and an interview. They were placed into three groups based on their gender. They were also assigned into nine different collaborative pairs and were required to perform four tasks while being tape-recorded for 36 sessions. The audio-recorded dialogues were then transcribed and divided into AS-units. Ohta’s (2001) seven types of scaffolding methods were used as a framework to analyze the data. The findings indicated that the interlocutors in female-female pairs scaffolded their struggling partners more than the other pairs and produced a more complex output; however, the interlocutors in male-male pairs underperformed the other groups. It can be concluded that gender plays an important role in EFL learners’ output complexity and scaffolding mechanisms they employ. Keywords: AS-units, gender, scaffolding mechanism, sociocultural approach, task-based language learning
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Bigdeli, Rouholah Askari, and Ali Rahimi. "Impact of scaffolding on complexity and accuracy of Iranian EFL learners' narrative writing." Global Journal of Foreign Language Teaching 5, no. 2 (December 31, 2015): 143. http://dx.doi.org/10.18844/gjflt.v5i2.188.
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From the perspective of sociocultural theory (SCT), knowledge of an L2 is constructed and internalized through interaction. This is at odds with the "computational model" of learning that focuses on psycholinguistic processes isolated from social context. The present study was an attempt to investigate whether scaffolding, one of the key constructs of SCT, had any significant effect on complexity and accuracy of Iranian EFL leaners' narrative writing. Thirty eight (n=38) Iranian EFL learners learning English at a language institute within two intact groups (Experimental group=18, control group=20) took part in the study. The treatment lasted for one semester during which the participants wrote four narrative writings based on their course book. The writings of the two groups were rated in terms of syntactic complexity and accuracy. The results of the study showed that scaffolding turned out to have a significant effect on complexity and accuracy of Iranian EFL learners' narrative writing. In other words, the participants in the experimental group who experienced different kinds of scaffolding i.e. expert scaffolding, reciprocal scaffolding and self-scaffolding, could write more complex and more accurate narratives, as compared with those in the control group for whom scaffolding was not practiced. Keywords: EFL, scaffolding, sociocultural theory, language teaching.
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Li, Li. "An Application of Scaffolding Instruction in the Reading Course for Elementary CFL Learners." Journal of Education and Educational Research 2, no. 3 (April 12, 2023): 5–8. http://dx.doi.org/10.54097/jeer.v2i3.7124.
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Scaffolding instruction based on constructivism has been widely accepted and implemented by educators both at home and abroad. However, there has been little discussion about its application in teaching Chinese as a foreign language. This study aims to explore an effective way to develop elementary Chinese as a Foreign Language (CFL) learners’ reading ability through the use of scaffolding instruction. The results demonstrate that scaffolding instruction in the reading class leads to a more engaging and interactive learning environment, offering students the necessary support and guidance to gradually enhance their reading skills.
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Chairinkam, Jittiporn, and Rattana Yawiloeng. "Peer Scaffolding Behaviors in English as a Foreign Language Writing Classroom." Asian Journal of Education and Training 7, no. 4 (October 18, 2021): 226–34. http://dx.doi.org/10.20448/journal.522.2021.74.226.234.
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This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five expert EFL learners and five novice EFL learners according to their scores of the written paragraph they wrote before participating in the study by using writing rubric. The instruments consisted of five lesson plans through writing process and an observation form. The results analyzed by Microgenetic Analysis revealed that questioning ranked first by the total frequency of peer scaffolding all learners used, but they never applied greeting to their writing activities. However, ten learners applied various types of peer scaffolding to pre-writing activity while they hardly utilized peer scaffolding in post-writing activity. Noteworthy that both expert and novice learners were able to be scaffolders for their peers by supplementing each other’s knowledge and skills because they may be expert writers in different areas, consequently they were able to produce written works by themselves.
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Devina, Devina, and Santiago Varona-Domblas. "LINGUISTIC PROFICIENCY DEVELOPMENT THROUGH SCAFFOLDING: A SPANISH TEACHER’S BELIEFS AND PRACTICES IN AUSTRALIA." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 31–44. http://dx.doi.org/10.21460/saga.2020.11.29.
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In determining the implementation and execution of the classroom activities, the teacher’s beliefs plays an important role as one of the fundamental aspects of language teaching. In-depth, the beliefs also influence the learner’s competency and the achievement of learning outcomes. This research aims at observing the beliefs of a Spanish language teacher in a private language school in Australia. Data were gathered through interview and classroom observations. The interview was designed to explore the teacher’s beliefs regarding the language learning approach. Furthermore, the classroom observations were conducted through 1) complete observer observation and 2) complete participants observation. They were carried out to see to what extent the teacher implemented the beliefs into action. Pre-classroom questionnaires on the learner’s background were distributed to know the learners’ background. In the era where communicative approach becomes the axis of language teaching, this study suggests “scaffolding” as an alternative approach to language teaching. The finding indicates that some primary factors affecting the teacher to hold his beliefs are: limited classroom duration, small class size, and the condition of Spanish as a foreign language (FL) in Australia – where learning resources are limited. In the learning condition where the target language (TL) resources found to be scarce, this ‘scaffolding’ approach successfully and effectively equips learners with adequate knowledge of Spanish. Taking the ‘scaffolding’ as the major foundation to develop learners’ linguistic proficiency, this research provides insight regarding the use of ‘scaffolding’ toward language teaching and learning.
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Kayi-Aydar, H. "Scaffolding language learning in an academic ESL classroom." ELT Journal 67, no. 3 (April 4, 2013): 324–35. http://dx.doi.org/10.1093/elt/cct016.
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Rubinstein-Ávila, Eliane. "Scaffolding Content and Language Demands for “Reclassified” Students." Voices from the Middle 20, no. 4 (May 1, 2013): 28–33. http://dx.doi.org/10.58680/vm201323623.
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Students who are reclassified from English Language Learners (ELLs) to Fluent English Proficient (FEPs) do not necessarily developed the complex linguistic competencies to succeed across content areas. Through vivid snapshots of two middle school lessons (Science and Reading), the author points out that content area teachers can (and should) employ instructional strategies to continue scaffolding—from a Vygotskian sense—content and language demands to support the academic learning of reclassified students. The instructional strategies employed by the two teachers include: “wait-time,” think-pair-share, context setting, use of visuals/objects (e.g., realia), modeling on overhead projector, and the use of small groups (and structured talk). These strategies help render the content comprehensible to reclassified students as well as more accessible to all students.
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Pacheco, Mark B., Blaine E. Smith, Amber Deig, and Natalie A. Amgott. "Scaffolding Multimodal Composition With Emergent Bilingual Students." Journal of Literacy Research 53, no. 2 (May 10, 2021): 149–73. http://dx.doi.org/10.1177/1086296x211010888.
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Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.
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Wang, Rong. "A Study of Junior High School English Writing Teaching Based on Scaffolding Theory." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (August 9, 2021): 130. http://dx.doi.org/10.21013/jems.v17.n3.p3.
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Writing, as an important language skill, receives much attention in language teaching in junior high school. Traditional writing teaching always asks students to remember examples by heart to collect language resources, which plays no real function to improve students’ writing skills. Thus, it is necessary to design the writing class in an effective way. This thesis aims to illustrate how to build scaffolding for students during the process approach to writing and help them complete the writing tasks. This method focuses on the process of building scaffolding to facilitate the writing process, rather than only emphasizing the outcome. Through the classroom observation and cases analysis, the author further explores the scaffolding theory in English writing teaching in junior high school.
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Чиркова, Елена Ивановна, Марина Владимировна Процуто, Елена Михайловна Зорина, and Юлия Александровна Цапаева. "ROLEPLAYS IN SCAFFOLDING TECHNOLOGY." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(50) (March 24, 2020): 245–56. http://dx.doi.org/10.26456/vtpsyped/2020.1.245.
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Показаны новые возможности использования ролевых игр в рамках применения технологии скаффолдинга в техническом вузе. Сравниваются и подробно анализируются различные типы учебных ролевых игр и симуляций на иностранном языке, моделирующих реальные ситуации в профессиональной сфере будущего специалиста. Описываются этапы внедрения этой методики в учебный процесс - от распределения ролей до критериев оценки. Представлен инновационный подход к поддерживающему обучению (скаффолдингу) с использованием средств невербальной коммуникации как педагогической опоры для создания и исполнения ролевой игры. Приведено ее сравнение с психодрамой. Установлено, что ролевая игра не только мотивирует к изучению иностранного языка в профессиональной сфере, но и помогает развитию и формированию таких базовых навыков будущего специалиста, как коммуникация, взаимодействие или работа в команде, творческое и критическое мышление. The article shows the new possibilities of using role-plays as part of scaffolding technology application in a technical university. Various types of educational foreign language role-playing games and simulations, modeling real situations in the professional sphere of a future specialist are compared and analyzed in detail. The stages of the given technique implementation into the educational process starting from the distribution of roles and ending with the evaluation criteria are described. An innovative approach to maintenance learning (scaffolding) using non-verbal communication as a pedagogical cue for creating and performing role-plays is presented. Role-playing games and psychodrama are compared. It has been established that role-plays not only motivate the study of a foreign language in the professional sphere, but also help to develop such basic skills of a future specialist as communication, interaction or teamwork, creative and critical thinking.
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THURATHAM, Wadinlada. "ENHANCING ENGLISH CONDITIONAL SENTENCES AMONG EFL UNDERGRADUATES THROUGH SCAFFOLDING TECHNIQUES." Issues in Language Studies 13, no. 1 (June 17, 2024): 145–65. http://dx.doi.org/10.33736/ils.5712.2024.
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Students have the potential to progress to a higher level in their language learning and development. To test this hypothesis, this research aims to 1) examine how scaffolding techniques improve English as a Foreign Language (EFL) students’ understanding of conditional sentences, and 2) investigate the students’ attitudes towards the use of scaffolding techniques in the if-conditional instruction. The participants were 27 English major students in a public university in Thailand. Two instruments were used to collect the data: two sets of tests on conditional sentences and a questionnaire. The data were analysed by using the SPSS software (version 20) and were converted into mean scores and standard deviations. The results from a paired t-test demonstrated that there were significant differences between the pre-test and post-test. Thus, it can be indicated that scaffolding techniques, namely, conceptual, metacognitive, strategic, and procedural could reinforce the students’ grammatical knowledge of conditional sentences. Additionally, the results from the questionnaire acknowledged that the students had positive attitudes towards the use of scaffolding techniques in the if-conditional instruction. Therefore, scaffolding techniques can be regarded as effective techniques that help EFL students overcome their grammatical difficulties with if-conditionals and reach higher achievement in their language learning.
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Siziba, Liqhwa, and Raphael Nhongo. "Scaffolding African Language Intellectualisation: The Case of Sesotho and Setswana at a South African University." Theory and Practice in Language Studies 14, no. 6 (June 19, 2024): 1614–20. http://dx.doi.org/10.17507/tpls.1406.02.
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The call for the intellectualisation of African languages has become a topical agenda towards their use as languages of teaching and learning in institutions of higher learning in Africa. In their enunciation of language policies, South African universities are guided by the Department of Higher Education and Training (DHET)’s Language Policy Framework for Public Higher Education Institutions (LPFPHEI). The thrust of this paper is to interrogate how the language policy of one university in South Africa enables the intellectualisation of African languages. The study deploys Ruiz’s notion of language as a resource to examine the potential embedded within the university’s language policy to foster the intellectualisation of Sesotho and Setswana for use as LoTLs in a variety of disciplines. The university is one of the institutions of higher learning with the most recently revised language policy approved in 2022, hence its selection as the case study. The paper concludes that an enabling language policy that speaks to the linguistic realities, coupled with a variety of support structures within the university and also spelling out the implementation plan is what will result in the fruitful re-intellectualisation of African languages.
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Evenddy, Sutrisno Sadji, Nurhaeda Gailea, and Syafrizal Syafrizal. "EXPLORING SCAFFOLDING APPROACH TO TEACH ENGLISH IN HIGHER EDUCATION." Jurnal Visi Ilmu Pendidikan 16, no. 1 (May 29, 2024): 215. http://dx.doi.org/10.26418/jvip.v16i1.73541.
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The purpose of this study is to investigate the effectiveness of scaffolding strategies in facilitating English language learning and proficiency among students in higher education settings. This study employs a comprehensive literature review method to systematically examine and synthesize existing scholarly works related to the application of scaffolds in teaching English. The literature review also scrutinizes challenges and considerations in implementing scaffolding, providing a foundation for the identification of gaps in current research and areas that require further exploration. The study explores pedagogical strategies, assess the integration of technology, delve into collaborative learning environments, and investigate real-world applications of the scaffolding in language education.
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Wu, Zirui. "Interaction and Second Language Development in EFL Based on Scaffolding Theory." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 791–96. http://dx.doi.org/10.54097/ehss.v8i.4359.
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How to facilitate English as a Foreign Language (EFL) interaction in the classroom is one of the key subjects of current research. In this area, interactive teaching has an important impact on EFL second language development, but there are still some gaps in specific teaching methods. Therefore, the aim of this study is to explore how to effectively interact with EFL to improve their second language development under the guidance of scaffolding theory. This study examines two interactive tactics:1) stopping as a communication tactic; 2) scaffolding as an mistake treatment. Besides, this study also reviews two teaching methods including language tasks and willingness to communicate based on scaffolding theory. By analyzing the characteristics of the four strategies, the researcher tries to find out appropriate teaching strategies that could be used, targeting at improving EFL’s second language development. The study shows that error treatment and pausing can broaden EFL’s zone of proximal development (ZPD) and language tasks such as role plays and improving willingness to communicate can facilitate interaction to promote L2 development.
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Suryani, Irma, Utami Dewi, and Mohamed Muhibu Chuma. "Scaffolding Strategies to Support English Language Learning in Reading Comprehension: A Case Study." Child Education Journal 5, no. 1 (August 11, 2023): 24–35. http://dx.doi.org/10.33086/cej.v5i1.3790.
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Reading is one of the most challenging language skills for elementary school students. To obtain a literacygrasp of reading English texts, appropriate learning tactics and approaches are required. This study aimsto explore the scaffolding strategy and the students’ perception on the strategy they used to understandreading text. The study used the descriptive method by collecting data from interviews and questionnaires.Twenty-nine students were given questionnaires to know the impact and usefulness of the Scaffolding.Observation and interviews were used to see the situation in the learning process. Data collected wasanalyzed using qualitative data analysis techniques. Based on the result, there are three types of strategies,namely the pre-reading stage, the reading stage, and the post-reading stage. The types of Scaffoldinggiven by the teacher are Modeling, Bridging, Contextualizing, Schema Building, and Metacognition. Itindicates that scaffolding strategy helps the student pronounce the words and understand the meaning.The study implies that the scaffolding technique is expected to be a reference material and choice forevery teacher in learning to read and understand English texts. Scaffolding is a structured learning supporttechnique used at an early stage to encourage students to learn independently.
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Olsson, Eva, and Liss Kerstin Sylvén. "Cross-curricular CLIL projects in Swedish middle school." Nordic Journal of Language Teaching and Learning 11, no. 3 (January 28, 2024): 348–61. http://dx.doi.org/10.46364/njltl.v11i2.1181.
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In this article, we report and discuss findings from a case-study of cross-curricular CLIL implementation involving English and home economics at a Swedish middle school. The objective was to study teaching strategies for supporting students’ integrated development of content and language knowledge in practical school subjects and to explore the role of the majority language in the CLIL classroom. The study is theoretically grounded in the perspective of languages as being socially constructed (Lantolf, 2000; Lantolf & Thorne, 2006). The focus of the analysis is the role of scaffolding (Walqui, 2006) in CLIL. Data consist of field notes and teaching materials from lesson observations as well as teachers’ plans and evaluations of the CLIL theme. Findings show that practical subjects, such as home economics, offer ample opportunities for visual scaffolding, and that the content is concrete and often close to students’ everyday life. Further, the content of the English lessons becomes highly relevant for the students as it will be used in an authentic situation, i.e. in home economics class. With careful planning, including strategies for scaffolding, and cooperation among teachers, cross-curricular CLIL themesinvolving a practical subject seem highly suitable for CLIL among young learners.
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K.C., Laxman. "Scaffolding multilingualism in kindergarten children: A case study." Scholars' Journal 3 (December 1, 2020): 16–29. http://dx.doi.org/10.3126/scholars.v3i0.37127.
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This qualitative case study research entitled ‘Scaffolding multilingualism in kindergarten children: A case study’ explored how kindergarten children face learning and communication barriers when they have different home language which is not the language of instruction at school and language of others at school. In addition, it revealed how kindergarten children's language identity and cognitive investment are not allowed by the monolingually biased pedagogical approach. It has presented the scenario of scaffolding monolingual children to multilingual basing their home language as the founding scaffold ingredients. A newly admitted kindergarten girl in pre-kindergarten school was the main source of the case study including her mother and her teacher for supporting information. Interviews and notes of observation and informal communication were the research tools used for data collection. Multilingual development of the home monolingual child is the thematic issue of this study.
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Tinggie, Tinialishel Laie Gostine, Kim Hua Tan, Nazri Muslim, and Lim Kar Keng. "Peer Scaffolding among Primary ESL Learners’ Writing Task: Learners’ Behaviors and Triggering Factors." International Journal of Learning, Teaching and Educational Research 22, no. 3 (March 30, 2023): 191–208. http://dx.doi.org/10.26803/ijlter.22.3.12.
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Human interaction and support are key to students’ learning. In English as a second language (ESL) settings, peer scaffolding reinforces the traditional teacher–learner interaction. A lack of peer interaction among students, which is also a product of the COVID-19 pandemic, has resulted in young learners becoming overly reliant on teachers. This concern is a factor in hindering learners’ writing development. Inspired by the sociocultural perspective, this study employed a qualitative research design to explore the types of scaffolding behaviors among young learners. The analysis is based on the Taxonomy of Language Functions and what triggers these behaviors among primary ESL learners during classroom writing tasks. Data from 10 recordings of audiovisual materials and interviews were collected from 30 Year 6 primary school students and were analyzed using thematic analysis. The data analysis showed that scaffolding behaviors occurred continuously throughout each writing stage. The findings revealed that the preferred scaffolding behavior among learners was questioning. Eliciting questions was the most frequent type of inquiry that was applied during peer scaffolding. Results highlight the triggering factors that influenced scaffolding behaviors, which were learners’ level of competency, personalities, and accessibility to L1. This approach can be used as an alternate strategy for teaching writing because of its substantial impact on the writing ability of ESL students. The findings would provide a clear direction for ESL practitioners and learners to acknowledge the significance of learners’ behaviors and factors during peer scaffolding in assisting their development in writing attainment.
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Ferreira, Marília Mendes. "Constraints to peer scaffolding." Trabalhos em Linguística Aplicada 47, no. 1 (June 2008): 9–29. http://dx.doi.org/10.1590/s0103-18132008000100002.
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Several studies, usually carried out in settings that are conducive to interaction, demonstrate peers can provide mutual scaffolding effectively. In contrast, this article focuses on constraints to peer scaffolding which, possibly, happened because of participants' demotivating learning environment. Analysis is based on the video and audio recordings of the performance of two beginning Brazilian students carrying out two oral tasks in an EFL class. Task one consists of an information gap and task two, of a communicative drill. The following constraints were identified: 1) the less capable peer's object-regulation, 2) the more capable peer's hindrance to scaffolding, 3) the more capable peer's lack of L2 knowledge. These hindrances can be explained by the students' pervasive and frustrating foreign language learning experience in the Brazilian public school and by the lack of socialization into scaffolding.