Online Classroom Research into Raising Students' Language Awareness through Scaffolding
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Abstract
This study aims to explore the effects of teacher scaffolding in raising college students' language awareness in an online English course. It also investigates how the teacher-initiated classroom research leads to professional development. The classroom research and action research both share in data collection methods such as questionnaires, tests, student written work, observation notes and teacher journals. The analysis of the gathered data reveals that students' awareness is raised on linguistic features when teacher scaffolding is provided. It also shows that at the heart of teacher professional development is critical reflection on network-based language teaching. The results reveal that the teacher's self-appraisal, followed by devising alternative strategies and putting them into practice, leads to instructional improvement. It is suggested that teacher scaffolding plays an important role in raising the language awareness of students with limited linguistic resources. In terms of in-service teacher development, it is suggested that teachers are the key to any instructional change in online education as well as in the traditional classroom.
참고문헌 (33)
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