A comparative Analysis of Teachers’ Scaffolding Practices

Abstract

Despite a seemingly infinite variety of classifications, there is no generally-accepted instrument for the scrutiny of EFL teachers’ scaffolding practices. This study endeavored to provide a sound model based on which teachers’ SFs (i.e. Scaffolding Functions) and SSs (i.e. Scaffolding Strategies) could be collated. To this end, a mixed approach was employed and earlier models along with teachers’ practices were investigated. The result was a checklist comprising 55 SS items classified into linguistic, cognitive, metacognitive, social, cultural, and affective SFs. To develop a comparative analysis, 90 instruction hours of 30 teachers were recorded and transcribed. Short-Focused Conversations (SFCs) formed the basic unit of analysis according to which teachers’ qualification, high-support and low-support scaffolding, and negotiation type were examined. The findings of the study strongly supported the notion of fading and the timely withdrawing of assistance to enhance learners’ growth of autonomy.

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