Scaffolding in Language Teaching Research Papers (original) (raw)

The difficulties facing English Language Learners who lack basic literacy skills in a first or other language in their teenage years, often stemming from interrupted histories of schooling, are manifold. Young refugees who attend school in a new country and new language, have typically fled conflict, lost family members, experienced considerable trauma and spent years in refugee camps. The present article introduces a model to help those working with such students to build literacy teaching strategies into their teaching. Based on a three-year research project in Australian schools, the model contributes to previous models of literacy and language learning by highlighting the importance of recycling and expanding L2 knowledge at different points in a learning and teaching cycle. The model is useful for guiding teachers to consciously develop both second language learning and literacy across a range of curriculum areas.

Mehrsprachige Unterrichtskonzepte zielen darauf ab, die Potenziale multilingualer Kompetenzen von Schuler*innen zu nutzen. Bisher orientieren sie sich dabei uberwiegend an bilingualen und homogen-mehrsprachigen Lerngruppen. In heutigen Schulklassen findet sich jedoch oftmals eine hyperdiverse Mehrsprachigkeit, so dass diese Konzepte nicht mehr richtig greifen. Forschung und Entwicklung hinsichtlich mehrsprachiger Unterrichtskonzepte ist daher dringend erforderlich. Dieser Beitrag widmet sich einem didaktischen Kernelement solcher Konzepte – dem Sprachvergleich. Es werden Ergebnisse einer empirischen Studie vorgestellt, die den Einsatz von Sprachvergleichen als multilinguale Scaffolding-Strategie in der Unterrichtspraxis zeigen. Somit findet eine Verzahnung von Mehrsprachigkeitsdidaktik mit dem Ansatz des Sprachsensiblen Unterrichts statt. Language comparison as a multilingual scaffolding-strategy Multilingual pedagogical approaches aim at making use of the potentials of the learners...

- by Eve Mayes
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- English Education, Critical Literacy, Scaffolding in Language Teaching

CONSTRUCTIVISM: Constructivism is a theory of knowledge that says that " meaningful learning occurs when people actively try to make sense of the world—when they construct an interpretation of how and why things are—by ltering new ideas and experiences through existing knowledge ". This theory states that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know. Constructivism brings the focus on the learners in thinking about learning and secondly it says that there is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.

La scaffolding instruction e lo sfonfo integratore nel CLIL
La scaffolding instruction e lo sfondo integratore sono tra le strategie didattiche che meglio consentono di porre in essere attività interattive, in un contesto complesso quale il CLIL, che richiede approcci didattici innovati e fortemente interattivi, da veicolare usando diversi tipi di comunicazione, per guidare gli studenti verso una padronanza sempre maggiore della competenza linguistico-disciplinare, attraverso la costruzione autonoma del proprio sapere, saper essere, saper fare. Si tratta di strategie che si richiamano al paradigma psico-pedagogico del costruttivismo e del costruttivismo sociale, fondate sulla contestualizzazione dell’apprendimento in un contesto sociale autentico, che pone al centro del processo lo studente, per garantirgli un apprendimento significativo, con la finalità di centrare il processo di apprendimento sul significato e sulla dimensione pragmatica della lingua, piuttosto che sul sistema formale del codice.

The current experimental study examines the effect of
Directed Activities Related to Texts (DARTs) on writing
skill of undergraduates of public sector colleges of Punjab.
Intervention of DARTs as scaffolding instruction
underpinning reading-into-writing directional model was
carried out for six weeks to determine the effect on
improving writing skill in response to narrative texts oriented
tasks. To accomplish the objective, a convenience sample of
40 students of a female public sector college in urban
locality of district Lahore was randomly assigned to control
and experimental group in equal numbers. Experimental
group was exposed to DARTs, while control group was
instructed without application of DARTs through traditional
lecture method selecting six short stories from their
prescribed syllabus. Pre- and post-tests were conducted using
analytical open-ended questions. Selecting TEEP attribute
writing scale by Weir (1988), the written performance was
assessed at two levels i.e. relevance and adequacy of content
and cohesion. Using SPSS-21.0, paired-samples t-test was
applied to make statistical analysis between their pre- and
post-test performance at p<.05. Results revealed significant
improvement in relevance and adequacy of content and
cohesion in the favour of experimental group. Thus, the
findings signify the benefits of DARTs in improving writing
skill of female students in public sector colleges as
scaffolding instruction. So, English teachers are advised to
intervene DARTs in their teaching methodology to teach
English writing skill successfully.

- by Scholar Pakistan
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- Scaffolding, Writing Skills, Scaffolding in Language Teaching

This study employs White's (1998) and Martin and Rose's (2007) Appraisal System as the analytical tool to reveal how the language is used to serve the ideology which is embedded in business articles related to America and China. By comparing the articles written about the two countries and drawn from a mainstream weekly news magazine, the result of this study finds out that more attitudes occur in the category of 'appreciation' rather than 'affect' and 'judgment' for both American and Chinese business articles. Even more interestingly, it also uncovers the media's narratively different representations of American and Chinese business images, and It also substantiates the fact that news report is never bias-free. The findings of this study are expected to contribute to wider range of research related to Appraisal Framework. Moreover, the implications for English Language Teaching of this study are to show students, particularly Thai EFL undergraduate students, how the attitude is embedded and unveiled in the public articles or news. With the aim to promote students' critical reading skill, such an ability leads to the improvement in both linguistic and intellectual potentials of students.

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 pe...

This study seeks to investigate the impact of symmetrical (S) and Asymmetrical (AS) scaffolding, which are two types of scaffolding, on advance students' reading comprehension. Forty advance Iranian EFL learners participated in this study. The participants were both male and female students with an average age of 21 with almost the same educational facilities and physical conditions in the academic year 2015-2016. They were randomly divided into control and experimental groups. Each group had 20 students. Classes were taught by two different teachers. Each of the teachers has two classes (one symmetrical and one asymmetrical). After administering a Pre-test, they were divided into two experimental groups. The experimental group (A) received instruction according to S strategy whereas the experimental group (B) was instructed via the AS strategy. A Post-test was administered, and its results were analyzed through t-test. The results indicated that although S scaffolding has significant effect on learners' performance in reading comprehension, enhancing it but AS scaffolding is a more effective strategy in improving reading comprehension achievement.

This paper reports on an SFL-based writing intervention in a university global histories course and examines differences in developmental trajectories among students after the intervention. Based on our previous research on writing in this course, we developed three Systemic Functional Linguistics-based workshops to explicitly teach valued linguistic resources necessary for meeting the expectations of writing historical arguments. We examine how student writing developed among nine focal students both quantitatively and qualitatively using an SFL-based rubric that we developed for the purposes of this study. We focus closely on two students, a novice and an experienced writer of academic English, by providing a detailed analysis of how they progressed differently towards incorporating the targeted linguistic resources. Our analysis suggests that explicit disciplinary writing instruction can help close the gap between novice and experienced academic writers; however, experienced writers also showed gains. Given the limited research on how intervention studies affect writing, particularly at the university level, this study can help teachers and researchers respond to the needs of the increasingly linguistically diverse students in higher education.

- by Ryan T Miller
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- Academic Writing, TESOL, Argumentation, Second Language Writing
- by Irena Aleksic-Hajdukovic and +2
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- English for Specific Purposes, Scaffolding in Language Teaching, English for Medical Purposes

The present research was carried out to investigate the effect of scaffolding and self-regulation on the reading comprehension of ESP students. For this purpose, one hundred and thirty ESP students who had passed prerequisite general English courses and who were about to take the professional English course were chosen. Further, through the PET test they were homogenized. Besides, the participants were non-randomly assigned to two experimental groups and one control group. Therefore, a quasi-experimental design was adopted to test the effect of scaffolding instruction and self-regulated learning on ESP learners' reading comprehension. This study had a pretest before the treatment and a posttest at the end. Then, in order to find whether, scaffolding or self-regulation could be more effective on ESP students " reading comprehension, the pretest scores were compared with the posttest scores. The statistical measure of MANOVA was used to test the group scores and compare them against each other. The analysis of the data revealed that the experimental group in relation to scaffolding effect on reading comprehension outperformed the control group. In addition, it was found that the scaffolding group significantly outperformed the self-regulation learning group on the posttest of reading comprehension. This study has implications for students and teachers.

Writing is key to assessment in university contexts and hence students need to be empowered to effectively function in subject-specific writing environments. In this regard, it is important that students take charge of their own writing development. Hence, the concept of self-direct writing is relevant in this context. The aim of this article is to explore students' perceptions and practice of self-directed writing and to thereby also evaluate the use of an open-ended questionnaire, an existing self-directed learning questionnaire and student essays as sources of self-directedness in terms of writing. Through these surveys and document analysis diverse, but complementing, results could be drawn. The responses in this study reflect the importance of scaffolding and support provided externally (through lecturers, writing laboratories, facilitators and peers) as well as internally (through reading and continuous writing). Although self-directedness was not very prominently mentioned by the students in the open-ended questionnaire, evidence of a move towards self-directedness in writing was observed. Furthermore, the results of the self-rating scale of self-directed learning showed that most of these respondents regarded themselves as self-directed learners. The document analysis of the essays showed improvement from the first year to the third year. It is also clear that self-directed writing can only be achieved through the facilitation of writing about topics of students' choosing, promotion of metacognitive strategies around writing as well as adequate peer and lecturer support, feedback and assessment.

This research aims to explore how English for Specific Purposes (ESP) teachers and practitioners utilise new technologies, e.g. Massive Open Online Courses (MOOCs), webinars, online platforms, etc. as a means of self-scaffolding in order to exceed their threshold in pedagogical, linguistic, and discoursal competencies in various ESP domains. The current study analyses the data provided by ESP teachers and practitioners from various educational backgrounds. The findings obtained via a questionnaire show to what extent ESP teachers and practitioners exploit new technologies as a means of self-scaffolding, but also offer a classification of the tools, strategies, and opportunities available for their self-directed professional development. Furthermore, various electronic self-scaffolding resources are discussed and evaluated according to their accessibility, applicability, and popularity among teachers. While this research is not concerned with cross-cultural differences in ESP teacher education, broadly speaking, it is concerned with gathering data from various teaching environments with a view to providing a universal representation of current trends in ESP teacher education. Offering an up-to-date model for ESP teacher education is an important implication of this research whose findings could serve as guidelines and contribute to material development.

- by vicki bismilla
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- Scaffolding in Language Teaching

Although many young learners of the 21 st century have grown up with, and generally prefer to learn using Emerging Technologies, and while pedagogically sound use of ETs has potential to transform students' learning, a few teachers of Luganda language graduate with learning experiences of integrating ETs in teaching. One of the most crucial stages of gaining experience is to make Reflective Observations (ROs) about an s object or subject of interest. This paper emerges from a Design Based Research in which 68 teacher-trainees at Makerere University were enrolled in a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching to revitalize Luganda language (Kabugo, 2015). The larger study was informed by Kolb's (1984) Experiential Learning Theory (ELT) and Reeves' (2006) model of conducting research in authentic e-learning contexts. Towards end of the semester, trainees were tasked to make presentations demonstrating their acquired knowledge of utilizing ETs in teaching Luganda language. Trainees' presentations were video-recorded and vodcasted on YouTube. In effect, trainees were tasked to view vodcasts of their presentations and make written ROs about them. This paper deploys Discourse Analysis as an anlytic lens to analyze trainees' ROs.

Despite the surge of digital technologies in professional and leisure fields, digital divides, that is, the differential appropriation of digital technologies, persist among learner populations in high-income countries and lead to unequal participation in different educational, social, political, and economic areas. Bridging these participation gaps in education is imperative, given the role of schools as institutions of both social reproduction and transformation as well as regarding the specific goal of developing foreign language discourse competence in English as a foreign language (EFL) pedagogy, which includes learner participation in local and increasingly global communities of practice using English as a lingua franca. This article draws on research and conceptual literature on digital divides and inclusive English language teaching, the notion of the common subject (“Gemeinsamer Gegenstand”), and scaffolding in technology-enhanced learning environments. It proposes and exemplifies a balance of openness and structuration in task design as well as between individualized, agency-driven learning paths and scaffolding in the context of the international blended learning project ‘Going Green – Education for Sustainability,’ which was completed by German secondary school EFL learners and their U.S. partners. The analysis of an exemplary project task demonstrates how learners can work on a common subject while engaging in learning activity at differential levels of complexity. The analysis of the scaffolding structure offers insights into its key affordances as they pertain to learner control, adaptivity, multimodality, creativity, and socio-affective dimensions in technology-enhanced learning environments.

Assessments are sometimes ambiguous and not always aligned to learning outcomes or rubrics, causing confusion between stakeholders. At Charles Darwin University (CDU) this problem is often first identified by students, where during one-on-one consultations with the Academic Language and Learning (ALL) team, they present with questions seeking clarification on the purpose and meaning of an assessment task. While these tasks would often benefit from rewording , they cannot be altered in the current delivery of the course. To help address this problem, two interrelated frameworks have been developed: the Assessing Assessment (AA) framework 1 is used to diagnose where assessments are lacking in purpose, meaning and alignment; and the Challenge/Support (C/S) framework 2 uses the above diagnosis to plan for the necessary ALL support to ensure a challenging yet achievable task. This paper describes the frameworks and their development and discusses their application through a case study. The paper suggests that beyond the practicality of using the frameworks in a responsive way to provide 'just-in-time' curriculum-integrated student learning support, they also have the potential to be used in a proactive way to improve assessment design and plan for integrated ALL support where problems can be preempted. This transition from a temporary to a long-term application is discussed.

Traditional scaffolding theory-based research has been carried out through the last decades intended to explain how learners could actively attain the Zone of Proximal Development (ZPD). In spite of that, very few contributions had focused on practical metacognitive development as a scaffolding strategy to improve the communicative competence in real pre-service teacher's training in Ecuador. In this Action Research (AR), a three-step model of metacognitive development strategy is used in a controlled group of five pre-service teachers at Universidad Nacional de Loja. The evidence reveals a remarkable enhancement in their speaking eagerness and a surprising increase in their perception of the communicative competence development both inside and outside the classroom. It was clearly stated in the introduction above that the key element to carry out this research work is to understand why our students do not use the L2 they are supposed to be learning as a main source of communication and subsequently, to get evidence from this assumption. In this regard, the point that prompts us to carry out this research focuses is that preservice teachers do not adequately use their English repertoire to communicate outside the classroom. Research questions-Does the metacognitive development scaffolding strategy improve the Communicative Competence in a subset of trainee teachers of EFL?-In what extend does the scaffolding strategies help non-native trainee-teachers to improve their Communicative Competence? Objectives General-To determine the metacognitive scaffolding strategy as an important didactic tool for the integral formation of English Language teachers. Specific-To analyze the existing theoretical references concerning the metacognitive development as a scaffolding strategy.

Resumen:
La investigación científica del aprendizaje-servicio ha consolidado una poderosa línea de trabajo que
extiende su práctica en las aulas universitarias a través de las acciones de servicio solidario
asociadas al currículum desarrolladas en las comunidades por estudiantes, profesores y socios
comunitarios. Aunque la investigación internacional evidencia una importante cantidad de contenidos
centrados en los beneficios de la aplicación de esta metodología en los estudiantes de educación
superior y sus comunidades, existe una peligrosa escasez de literatura sobre los múltiples desafíos
éticos involucrados en esta tarea pedagógica y una importante influencia de la producción científica
en lengua inglesa en el ámbito. Por ello, urge la necesidad de establecer un estado del arte e
identificar los aspectos de la producción escrita en lengua anglosajona que puedan beneficiar al
contexto iberoamericano.
El propósito de este estudio es conocer la producción científica del campo de la ética vinculada al
aprendizaje-servicio en la base de datos ERIC. Para ello, se realiza un meta-análisis de 53
documentos con el apoyo de Computer Assisted Qualitative Data Analysis Software (CAQDAS), con las
técnicas Computer Mediated Discourse Analysis (CMDA) y la Teoría Fundamentada como estrategia de
análisis cualitativo. Los resultados obtenidos permiten establecer un punto de partida que oriente el
diseño y la implementación de propuestas educativas asociadas a la enseñanza de la ética y el
aprendizaje-servicio. Esto permitirá el desarrollo de experiencias significativas que contribuyan a la
construcción del sentido ético en los estudiantes.

- by Chenda Ramírez and +3
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- Literacy, Language and Social Interaction, Service Learning, Early Childhood Literacy

From CLILiG to Digital Tools: Developing Reading Strategies and Collaborative Skills for University Students. The article sets out to investigate how language awareness strategies found in the didactics of CLILiG (Content and Language Integrated Learning in German) can support, develop and train reading strategies and collaborative skills for university students. As a didactic concept, CLILiG is, on the one hand, the direct result of language policies. On the other hand, it is a natural response to the multilingual learner of today. The first part of the article focuses on CLILiG, its variants, main features (micro-and macro-scaffolding) and how digital tools for learning can be integrated in class, in order to make use of both language and specific content. The second part discusses two didactic examples designed for students studying in German Institutional Communication in the The article offers a look into digital tools like Coggle and Padlet and how they can be used in class to train reading strategies and collaborative skills with university students. Students' interaction with challenging texts in a foreign language and digital tools supporting a learning outcome can improve reading skills and allow students to find creative ways of understanding specialized content, especially because of the features digital apps like Coggle and Padlet have to offer.

Abstract
This paper presents a notional approach to operationalizing a sociocultural theory of language learning, the Zone of Proximal Development, to support second and foreign language learning by using appropriate educational scaffolding in a practical teaching context. The aim is to provide an example of how to promote greater communicative language use in high school English classrooms in Japan. First, the paper gives a survey of the theoretical underpinnings of relevant sociocultural approaches to language learning.
The paper then attempts to link theory and practice. A sample teaching-plan is included, based on a lesson given as part of a team-taught debate course, which is currently offered at a public high school in Japan. The paper offers examples and analysis of how the plan exemplifies the principles of educational scaffolding and the Zone of Proximal Development. Finally, potential issues relating to the practical application of such approaches are raised. Furthermore, particular issues arising in a Japanese educational context are considered. Strategies to pre-empt and overcome such difficulties are then discussed.

Motivation drives learners to achieve their goals of learning including vocational students with work-oriented study. External pressures, expectation or rewards pose different challenge when it comes to pandemic situation. This study fills gap by examining vocational students’ elements of extrinsic motivation before and during Covid-19 strike to accomplish final task to interview English natives and their effects on final achievement. Respondents were vocational students (n=75) participated in English class for two semesters in a row (before and during pandemic). Students’ motivations on doing “Hunting Bule” before (x1) and during (x2) pandemic were measured. Data were later analyzed using variance and interpretation. External motivation before and during pandemic are proven to give contribution to the final score. However, some factors in one variable seemed to outperform the other in vice versa. Technology using is considered both motivational and demotivational for students durin...

- by Yune Andryani Pinem
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- Engineering, Psychology, Physics, Students Motivation
- by Jako Olivier
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- Psychology, Academic Writing, Self-Directed Learning (Education), Scaffolding

Teaching process and knowledge of young learners. PLAN. 1. Knowledge of young learners. Children's characteristics as language learners 2. Developing children's learning, cognitive, and communication strategies through language learning.... more

- by Farida Imanzade
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- Communication, Classroom Management, Scaffolding, English language teaching

In Dynamics of Teaching and Learning Modern Hebrew, Yona Gilead’s original research into classroom interactions, offers a thick description of a successful beginner-level Modern Hebrew program at an Australian university. The book contributes to theorizing the currently largely praxis-based discipline of Modern Hebrew instruction, and helps to develop a stronger theoretical understanding of how and why students can be assisted in their learning of Modern Hebrew as an additional language, thus offering a model for renewed interest in Hebrew L2 research.

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students' self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

В статье рассматриваются аспекты обучения диалогической речи на иностранном языке и описываются основные трудности, связанные с освоением этого навыка. Предлагается определение термина «диалоги-опоры», обосновывается важность использования таких диалогов в процессе организации речевой деятельности на уроке с точки зрения педагогики. Предлагаются варианты применения диалогов-опор, а также образцы их составления. Abstract This paper outlines some problems college undergraduate students may face when mastering conversational skills in the process of learning Russian as a second language. Opening in an examination of some of the components of successful teaching and learning that are, more often than not, neglected in the multicultural classroom, the paper adumbrates some principles of scaffolding that can be used to effectively teach speaking skills. The paper introduces the term scaffolding dialogues and describes them in practical terms, ending in an illustration of two board classroom models of scaffolded dialogues.
Ключевые слова: педагогика; методика преподавания иностранного языка; русский языка как иностранный; диалогическая речь; диалог-опора.

- by Anna Zaytseva
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- Methodology, Pedagogy, Modeling and Simulation, Russian As A Foreign Language