Qualitative Analysis of Teachers’ Strategic Scaffolding Behaviors in L2 Reading Interactions
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Among teachers’ various teaching strategies, scaffolding is an important and frequently studied concept, and much discussion exists with regard to the effectiveness for guiding the linguistic and cognitive development of ESL student. The purpose of this paper is to explore native teachers’ instructional scaffolding practices specifically, strategic techniques to maintain interactive dialogue when participating in story reading activities. Five international students and native English-speaking teachers took part in the story reading activities with graded reading materials for the duration of twenty-minutes. Students reading performance were recorded and analyzed in order to find out the most frequently used scaffolding techniques to maintain communicative interactions during the reading activities. The study found, teachers maintained students' interests and had enhanced interactive dialogue when teachers provided additional information, initiated various lexical meanings, corrected phonological errors and showed personal interest during the story reading sessions. In addition, teachers' efforts to initiate topic related questions benefited towards constructing communicative interactions between the participants. Further implications of teachers' instructional scaffolding practices in story reading sessions are also discussed.
Abstract
Among teachers’ various teaching strategies, scaffolding is an important and frequently studied concept, and much discussion exists with regard to the effectiveness for guiding the linguistic and cognitive development of ESL student. The purpose of this paper is to explore native teachers’ instructional scaffolding practices specifically, strategic techniques to maintain interactive dialogue when participating in story reading activities. Five international students and native English-speaking teachers took part in the story reading activities with graded reading materials for the duration of twenty-minutes. Students reading performance were recorded and analyzed in order to find out the most frequently used scaffolding techniques to maintain communicative interactions during the reading activities. The study found, teachers maintained students' interests and had enhanced interactive dialogue when teachers provided additional information, initiated various lexical meanings, corrected phonological errors and showed personal interest during the story reading sessions. In addition, teachers' efforts to initiate topic related questions benefited towards constructing communicative interactions between the participants. Further implications of teachers' instructional scaffolding practices in story reading sessions are also discussed.
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