The Effects of Scaffolding in the L2 Classroom: Teacher Support in Relation to Student In-class Engagement and Appreciation of Support

DOI

10.2991/assehr.k.220131.150How to use a DOI?

Keywords

Scaffolding; Engagement; Appreciation of support; Second language learner; Teacher support

Abstract

Second language learners, particularly those with a low language competence, often show unwillingness to communicate in the target language and engage in the class activities or tasks. Scaffolding is believed to be an effective instructional tool to foster L2 learning. Yet, few evidences can be found in previous studies on scaffolding and its influence on learner engagement in a classroom setting. This study investigated how teachers’ use of scaffolding techniques impacts L2 learners’ classroom engagement and appreciation of teacher support in an online ESL classroom with a mix-method approach. The participants included twenty-two Chinese immigrant L2 learners with a beginner level of language proficiency and two qualified L2 co-teachers. The study lasted for three weeks, during which students took six class sessions. Students’ in-class engagement and performance were documented through class observation. Their appreciation and overall attitude towards the teacher scaffolding were revealed by answering a designed anonymous questionnaire containing nineteen statements. Results indicated that students’ classroom engagement frequency experienced a notable increase after they received teacher scaffolding. Also, according to the questionnaire answers, a positive relationship was found between the teachers’ use of scaffolding and students’ appreciation of support.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Li Yong
PY  - 2022
DA  - 2022/02/01
TI  - The Effects of Scaffolding in the L2 Classroom: Teacher Support in Relation to Student In-class Engagement and Appreciation of Support
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 828
EP  - 833
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.150
DO  - 10.2991/assehr.k.220131.150
ID  - Yong2022
ER  -