Contrating Task Structuring Practices in Two ESL Classrooms
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Abstract
Amidst of many instructional strategies that aim at improving students’ communicative competence in L2 fields, instructional scaffolding has been recognized as an effective one. Briefly, instructional scaffolding, originating from sociocultural theory, posits that the teacher scaffolds student learning with tailored assistance through communicative interaction. As such, in instructional scaffolding, dialogue plays a crucial role. Yet, few studies ascertained that it is not only dialogue but also related structure that foster effective learning. This case study examined the ways in which two ESL teachers structured classroom activities and their influences on students’ communicative interaction. The data consisted of classroom observation, field-notes, interviews, and class artifacts. The findings illustrated striking differences in the teachers’ task structuring practices in terms of the nature and type of classroom activities and the level of student involvement. The detailed analysis of the teachers’ task structuring indicated a need for strategic lesson planning, self-reflective teaching and teacher development for many classroom teachers who do not know how to practice scaffolded task structuring.
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