Scaffolding Language Learning in Teacher-Student Classroom Interactions: The Processes and Effectiveness in Situ

This study examines the process and effectiveness of the teacher’s scaffolding in teacher-student classroom interactions. Although scaffolding has been frequently investigated in term of its conceptualizations, strategies and effectiveness, few studies unpacked the process of scaffolding considering the three main characteristics: contingency, fading and transfer of responsibility. This study includes three key characteristics in measuring the effectiveness of scaffolding. Participants included teachers and students from two different English language learning classrooms in two different regions. Teachers and students’ behaviors were video-taped and coded in terms of van de Pol, Volman, and Beishuizen (2010)’s framework for analysis of scaffolding strategies. The data were analyzed through unit of analysis from Vygotsky’s sociocultural perspective. The study illustrates the effectiveness of scaffolding by exploring the relation between the teacher’s scaffolding strategies and the degree of students’ participation and cognitive development in situated discourses. The findings show that several factors seem to contribute to successful scaffoldings, including the teacher’s contingent questioning, modelling, hints and the use of students’ first language. Meanwhile, the broader classroom contexts such as class size, students’ language proficiency, the teacher’s classroom management also affect the effectiveness of scaffolding. A major contribution of this study is that the effectiveness of scaffolding in this study was measured in teacher-student whole-class interactions with regard to ESL/EFL contexts and the particular moment of teaching. Rather than providing a generalized framework, practical implications for teachers to improve their scaffolding skills were discussed by referring to different pedagogical goals and learning environment.