Scaffolding in EFL college classes in Vietnam

Tóm tắt

Abstract: The current study adopted sociocultural discourse analysis framework to analyze scaffolding in verbal interaction in EFL university classes. The students were learning English from a prescribed textbook. Recorded talks of these students and their teachers in their natural classroom settings were sequenced to explore the role of scaffolding. The findings reveal the process of how students co-constructed knowledge in learning new concepts as well as English vocabulary. The results also indicate the role of mediation through the use of language. From the findings, implications were put forward regarding grouping students and training both teachers and students the strategies to use scaffolding.