Abstract
The aim of this study is to examine the use of scaffolding to improve online group-work presentations in English literature classes. Different stages of action research such as planning, acting, observation, and reflection are described in detail. Three scaffolding activities (questioning, feedback, and providing digital resources) were used in this present study. Qualitative analysis reveals that teachers' scaffolding activities were found to be useful in supporting students’ online presentation of literary texts. Specifically, it was found that teacher and peer feedback scaffolding played an important role in helping learners better understand literary texts. Another finding is that, on the one hand, questioning encouraged learners to explore different aspects of literary works. Providing resources, on the other hand, has a practical impact in helping learners out of frustration in searching for pertinent facts about the presentation tasks. The study can be a useful source of reference in teaching English literature online, especially in a multimodal learning environment.
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