Abstract
The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.
Highlights
Reading is an essential skill for academic success (Levine, Ferenz, & Reves 2000)
The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension
An eclectic approach is used to explore Non-native teachers of English use of scaffolding strategies which can be done through the means of a questionnaire, their purpose of using such scaffolding strategies i.e. whether teachers use such scaffolding strategies to enhance reading comprehension skills or to evaluate these skills, which can be assessed through observation, structured interviews as well as teachers’ self-report
Summary
Reading is an essential skill for academic success (Levine, Ferenz, & Reves 2000). It is a perquisite to almost all graduate programs most students suffer from deficiencies in reading (Farhady & Sajadi, 1999). It is a useful skill in academic contexts but it is crucial for daily life as people read to get information about specific topics Reading is viewed as a passive receptive skill that happens in a separate environment. Reza and Mahmood (2013) points out, it was viewed as “a purely individualistic skill that has been looked from a completely different perspective “(p. Reza and Mahmood (2013) points out, it was viewed as “a purely individualistic skill that has been looked from a completely different perspective “(p. 67)
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