The impact of emotional scaffolding on online teaching and learning in Palestinian English language classrooms during COVID-19

Abstract

ABSTRACT The sudden global shift to online teaching during the COVID-19 pandemic required teachers to place more emphasis on strategies that increased student engagement and supported their online learning. Emotional scaffolding is one such strategy that assisted learners by creating positive emotional experiences and representations during the learning process. Applying the lens of (Meyer, D. K., and J. C. Turner. 2007. “Scaffolding Emotions in Classrooms.” In Emotion in Education, edited by P. A. Schutz, and R. Pekrun, 243–258. Elsevier Academic Press) pedagogical goals for emotional scaffolding, this strategy was used in synchronous English language courses taught online at a Palestinian university. The aim was to mitigate pandemic and contextual stresses and overcome challenges associated with online learning by stimulating interactions that developed language skills. To understand students’ perceptions of how emotional scaffolding impacted their learning, data from 97 students enrolled in various English language courses were gathered over the fall, spring, and summer semesters of the academic year 2020/2021. The data included two case studies, field note observations, and an anonymized online questionnaire. Results indicated that students had positive attitudes towards the use of emotional scaffolding strategies to support their online learning. Recommendations for implementation are provided.