VietTESOL International Convention, VietTESOL International Convention 2019

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Teachers’ Scaffolding Strategies as Interactive Activities to improve Vietnamese EFL Reading Comprehension: A case study
Nguyễn Thị Lệ Hằng

Building: Library
Room: D302
Date: 2019-10-12 09:00 AM – 09:30 AM
Last modified: 2019-09-19

Abstract


Social constructivists view reading as an interactive process between the readers and the writer and a dynamic process in which information from the text and knowledge possessed by the reader interact to enable him to clarify main contents. Scaffolding is a type of instructional strategy in social constructivism perspective. It can be used to support and foster students’ reading competence in reading comprehension lesson. In EFL reading comprehension class, teachers’ scaffolding strategy is of great importance and cannot be ignored since it not only helps create an interactive teaching - learning atmosphere but objectively reflect students’ competence of thinking, organizing and criticizing as well. Based on qualitative research method, this study aims to investigate the effectiveness of applying teachers’ scaffolding strategies as interactive activities in enhancing reading comprehension skills of EFL students at a local university in Vietnam. By observing three EFL reading classes and conducting in-depth interviews with three EFL teachers, the article aims at finding out how teachers employ scaffolding strategies as classroom interactive activities to improve the quality of reading comprehension for Vietnamese EFL students and the effectiveness that the teacher’s scaffolding strategies may bring to EFL reading comprehension classes. The results of the study indicated that teachers apply different scaffolding strategies to make their reading classes as interactive as possible. Furthermore, they showed a positive attitude to the scaffolding technique as a motivation factor to their student s’ learning. Conclusions and recommendations for further research are given at the end of this study.