scaffolding strategies
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This study investigated (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their written transcripts were analysed for patterns of interaction in terms of equality and mutuality based on the Taxonomy of Writing Change Functions and Scaffolding Strategies (Li and Zhu, 2017). Data on learner perceptions were analysed for underlying themes. The findings, which were interpreted from the perspective of the Complex Dynamic Systems Theory, revealed that synchronous on-line collaboration is complex and challenging due to the dynamic patterns of interaction. This study concludes that Google Docs is a useful pedagogical tool and could be used for second language writing development despite the challenges. However, in transferring the findings to other second language learners or learning contexts, caution needs to be applied.

As conversation analysis shows, all talk is highly collaborative, and meaning is created dialogically and sequentially, via the concerted actions of all the participants involved. In the case of people with communication impairments, the collaborative character of talk is even more manifest. A speaker with dysarthria, for example, may communicate through typing their messages to a text-to-speech communication app or device, using a communication (alphabet) board, or gazing at objects. This article focuses on one type of co-construction effort aimed at helping an augmented speaker to communicate, a process that can be called other-initiated repair. Although this practice is a common way of achieving understanding with people who have communication needs, in some cases repair initiation is used to do more than that. In this paper, I conduct conversation analysis of a video-recording of naturalistic interactions inside a Russian-speaking family involving a 10-year-old girl with dysarthria who communicates with her parents through an eyetracker-controlled computer interface. In this case, her parents use the structural position of repair initiation on the girl’s words not only to clarify the meaning of her message but to continue the preceding polemics over the mom’s birthday present. I argue that although this is just one instance of the use of other-repair in playful communication between family members, The potentiality of providing the type of guessing which aligns with the guesser’s interests is present in other repair sequences. This can be consequential for lives of people with communication needs when done in more official settings. Studying similar repair sequences can help better delineate 'good' scaffolding strategies in co-construction of speech of someone with communication needs.

The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners- both male and female- were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers.

Abstract This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.

Abstract Background Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). Methods Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. Results The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. Conclusions Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.

Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Method: Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Results: Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Conclusions: Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts . Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.

The purpose of this study was to identify the types of peer scaffolding used by Thai EFL students while completing reading activities. Pre-test, post-test and reading test procedures were implemented to measure the impact of peer scaffolding on students’ reading comprehension. The peer scaffolding checklist was employed to identify the types of peer scaffolding the EFL students used in the reading classroom. This study found that the EFL students gained higher post-test mean scores after engaging in reading activities along with peer scaffolding strategies. The beginner and elementary EFL students mostly used procedural assistance, whereas the intermediate EFL students frequently used sharing and questing as peer scaffolding. These findings may provide sociocultural theoretical and pedagogical implications for EFL teachers when supporting peer scaffolding and assisting EFL students to develop reading comprehension. 

Introduction. Mathematics comprises grading concepts. It means that one specific concept can be interrelated to another concept, which embodies a continuous process. Mathematics instruction at schools is ordinarily delivered from the easiest to the hardest concepts and requires a considerably deep understanding of each concept. By acquiring the understanding, it is quite certain that students can solve mathematical problems effectively.Aim. The current research aimed to analyse and describe the Zone of Proximal Development (ZPD) and scaffolding required by junior high school students in mathematical problem-solving. There is also an attempt to describe the actual level of competence possessed by students, and to determine the level of scaffolding needed to develop students’ learning competencies.Methodology and research methods. The present research employed a qualitative method within the descriptive approach. The research sample consisted of six students who attended the ninth grade at Muhammadiyah Junior High School 1 in Malang, Indonesia. The participants were grouped based on their mathematical competence levels, i.e. two high-achievers, two average-achievers, and two low-achievers. The data collection technique is done by giving tests, interviews, and observations. As for the teaching material, geometry was chosen as the main theme, covering the topic “Volumes of a Tube and a Ball”.Results. This research revealed that ZPD of the high-achievers was effective to help them solve mathematical problems independently. Conversely, the average- and low-achievers were found to be problematic at solving mathematical problems independently. The teachers must review and restructure the scaffolding strategies, dealing intensively with students who are less competent in solving mathematical problems.The scientific novelty of the work lies in the fact that previous studies have described efforts to improve the quality of learning through scaffolding (Siyepu S., 2013). This study describes in full the scaffolding process in the classroom: identification of students’ actual abilities and potential abilities after implementing instructional scaffolding.Practical significance. Referring to the results of the research, it is suggested that teachers should be so heedful about their students’ ZPD and thus more appropriate scaffolding treatments can be applied. In addition, teachers are strongly recommended doing self-training in scaffolding and keeping the instruction for their students to analyse their answers repeatedly to avoid a fallacy in operations. Besides, teachers should prepare their students to be good problem-solvers by exposing them to various exercises. For further studies, it is highly expected that more relevant research should be conducted from different viewpoints, i.e. investigating the effective scaffolding strategies.