Use Of Scaffolding Strategies Research Articles

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

AbstractBackgroundMobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.ObjectivesThis study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education.MethodsA structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied.Results and ConclusionsUse of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use.ImplicationsMobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.

EFL instructors’ scaffolding strategies use in writing classrooms: The case of Wollega University

Second language acquisition is facilitated when teachers provide the necessary assistance for the learners through the process of scaffolding. The study aimed at identifying the scaffolding strategies EFL instructors use in writing classrooms at Wollega University. Six EFL teachers were video recorded while teaching writing to first-year students in Communicative English Skills II. The video-recorded data were transcribed and analyzed using Open code project software. Interview data were also used to strengthen the teachers’ classroom activities. The data from the interview were analyzed through narration according to specific themes. The result indicates that the instructors use scaffolding strategies like a questioning, explanation, inviting learners, repeating students’ utterances, praising learners, giving instruction, recasting, directing students’ thinking, giving feedback, use of L1, and others. Contrary to the use of scaffolding strategies, the misuse of the strategies has to be given attention to enhance its usage. Keywords: Interaction; scaffolding; strategies; writing.

Scaffolding as a Teaching Strategy to Improve Students Translation Performance

English as a foreign language classes are characterized by the cooperative nature between the teachers and the learners. Translation classes at university level form no exception since different types of assistance are expected from the teachers to their students while engaged in the varied translation tasks. As a result of teachers realizing the value of the assistance, they must give students activities to make translation assignments easier and progress them to the point where they can complete their translation work independently. The concept of scaffolding has emerged as a central idea in education. Scaffolding strategies form a variety of teachers’ competent means to enable learners move progressively towards better understanding and, ultimately, noticeable independence in the learning/translation process. The current research aims at investigating the role of scaffolding in enhancing learners’ performance in translation by the two-fold approach it has adopted. First, theoretical by attending to a set of topics and topics that are quite pertinent to the concept of scaffolding in education. Second, practical by administering a questionnaire to a sample of 27 teachers of translation so as to validate the following hypothetical points: The use of scaffolding strategies in translation classes at university level, if any; the use of different scaffolding strategies in such classes, and the role of teachers’ gender and the students’ study stage in any differences that might be in the use of the different scaffolding strategies. The results show that scaffolding is used in translation classes at university level, translation teachers use different scaffolding strategies and there is no effect of teachers’ gender and students’ study stage on the use of such strategies in terms of being different from one study stage to another.

Scaffolding patterns of dialogic exchange in toddler classrooms

Abstract The present study investigates how often episodes of dialogic exchange can be identified in educator–toddler interactions during play and emerging academic activities, what kind of scaffolding strategies educators use during the episodes of dialogic exchange and, ultimately, what kind of scaffolding patterns of dialogic exchange can be identified based on educators' use of scaffolding strategies. Educator–child interactions were video-recorded in seven European countries, in two toddler classrooms in each country. The video recordings of emerging academic and play activities were transcribed and analysed, combining the principles of theory and a data-driven content analysis. First, 69 episodes of dialogic exchange were identified. Second, the episodes were analysed with respect to the educators' use of scaffolding strategies and then divided into three scaffolding patterns of dialogic exchange that were characterised by 1) scaffolding action; 2) scaffolding thought process; and 3) scaffolding educational dialogue. Although the episodes of dialogic exchange were identified relatively seldom, they indicated the educators' competence to scaffold toddlers for different purposes through dialogue. The results unravel the potential of dialogic exchange with very young children and provide concrete examples of effective scaffolding strategies beneficial to both educators within pre- and in-service training.

Effectiveness of Cumulative Repeated Storybook Reading on Word Production in Children with Developmental Disabilities

ABSTRACT The purpose of this study is to examine the effectiveness of cumulative repeated storybook reading (CRSR) on word production in children with developmental disabilities (DD). Three children with DD whose ages ranged from 3 years 9 months to 6 years took part in the study, which utilised a multiple-probe across subjects design. Storybook reading was implemented with repetition and the cumulative use of scaffolding strategies, such as expanding, modelling, open-ended questions, and phonological recasting. Research data was collected by using a vocabulary checklist. The results indicate that CSRS was effective for children with DD in regard to producing and maintaining words indicating names and actions.

PENGARUH STRATEGI SCAFFOLDING TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS SISWA SEKOLAH DASAR

Scaffolding is a learning strategy that is used in learning by providing assistance to taste to students based on the difficulties experienced by students. The purpose of this research is to know the influence of scaffolding strategies against the ability of mathematical understanding of grade III SD in Purwakarta. This research uses a quantitative approach with quasi experimental research methods and research designs The Nonequivalent Control Group Design with techniques of sampling Non Probability Sampling the sampling type is saturated. The object of this research is the whole grade 3 SD 2017/2018 school year with a total of 48 students (Male = 23, female = 25). Data collection techniques in the study using this type of test in the form of sheets of matter and types of the non test in the form of observation and documentation. Data analysis in this study uses the construction and validity testing of the validity of the content. The results showed there is the influence of the use of scaffolding strategies against the mathematical understanding of the capabilities of the students. This calculation results obtained from test-t with P-Value calculation results (Sig 2-tailed) for 0.000 which means less than 0.05 significant level. The earnings results of the pretest average score at 29.92 while IE experiment class results average value of experimental class posttest was 73.92. Then for obtaining the value of an average pretest classes control i.e. 30.96 while the average value of posttestnya was 55.17. The use of scaffolding strategies can be used by subsequent researchers to conduct research in the subject matter, having regard to the appropriations used and skills of teachers in the conditioning classes, to obtain maximum results.

A Primary Teacher Learning to Use Scaffolding Strategies to Support Pupils’ Scientific Language Development

Although learning scientific language is crucial for learning science, many primary school teachers lack the knowledge and skills to support this. The present case study reports on a primary school teacher who learned to use a repertoire of scaffolding strategies for stimulating pupils’ scientific language development in inquiry-based science lessons (14 pupils; grade 4). Teacher support included an instructional sequence, participation in interviews and writing reflective reports. The aim of this study is to identify how the teacher used the scaffolding strategies in a classroom with native speakers and which challenges she experienced during the process. Analysis of lesson transcripts showed that the teacher applied all scaffolding strategies suggested to her. Analysis of interview transcripts gave insight into five categories of challenges the teacher experienced while using scaffolding strategies, including her expectations regarding pupils’ scientific language level and dealing with differentiation in the classroom. The findings show that a teacher can learn to apply multiple scaffolding strategies for stimulating scientific language development. Patterns in the use of scaffolding strategies arose related to the aim of the strategy, the situation (i.e., phase of the empirical cycle and teaching approach) and the required pedagogical content knowledge (and skill) of the teacher.

Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

<p class="3">A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors’ conscious and effortful use of scaffolding strategies to promote interactions in online courses. The purpose of this research was to develop a scale assessing online instructors’ use of scaffolding strategies to promote interactions. We employed a scale development method for the study. Exploratory factor analysis revealed one factor structure associated with instructors’ use of scaffolding strategies to promote interactions in online settings. Confirmatory factor analysis conducted with a different group of online students indicated that the one-factor model fits the data well. In addition, significant correlations with social presence and classroom learning community scales further demonstrated convergent validity. The new scale of online instructors’ use of scaffolding strategies to promote interactions demonstrated psychometrically sound validity and reliability.</p>

Qualitative Needs Assessment: Pedagogical and Pragmatic Considerations for Afterschool Nutrition Education Programs

Little information is available about planning effective nutrition education in afterschool settings. The purpose of this study was to examine the perspectives of teachers and afterschool program coordinators on the positive aspects and challenges of afterschool education for middle school-aged children in order to guide the development of a nutrition education (NE) curriculum. Thirty-minute semi-structured in depth interviews with a purposeful sample of 4 teachers and 8 afterschool program coordinators were conducted. Teachers had an average of 12.6 years of teaching experience; and program coordinators were selected from non-profit and public sectors with experience serving at-risk youth. Interviews were audio-recorded, transcribed verbatim, and analyzed using inductive content analysis to identify, count, and compare themes. Content analysis of themes was performed using QSR-NVivo. Themes were organized into two meta-themes: pedagogical elements for successful learning with this age group; and pragmatic considerations for hosting NE programs in the afterschool context. Four pedagogical elements were derived as specific and essential for afterschool programing: the importance of student-centered learning, such as “voice and choice” activities; use of scaffolding strategies; differentiation strategies to engage different intelligences; and tailoring activity duration to be developmentally appropriate. Pragmatic considerations included: essential elements, such as developing culturally relevant educational materials; and logistics, such as working within the financial, time, and space constraints of community-based afterschool programs. The insight gained from this study lays the foundation for understanding the necessary components for well-implemented and effective interventions for youth-focused NE programs in community-based afterschool settings.

Writing in the content areas: a Norwegian case study

Since 2006, literacy skills have been mandated as an integral part of all subject areas at all levels (grades 1–13) in Norwegian schools. With the exception of reading, evaluation reports show that teaching in general seems to be little affected by this reform. During the last few years, however, there has been a noticeable growth in interest in writing in the content areas. The article presents quantitative and qualitative data from a network of secondary schools that have established cross-curricular school-based writing projects. Teachers in these schools meet regularly, sharing experiences about students’ writing and ways of organizing writing sessions. While they had to deal with differences in subject-specific text norms, they discovered similarities across subject areas they could work collectively on. A major effect for the participants was the development of a broader instruction repertoire and more goal-related use of scaffolding strategies in the classroom, most of which was in accordance with a process approach to writing. We discuss these data in the light of similar studies in Norway and abroad, and we highlight some reflections about implications for practice.

Let's Scaffold Elementary G1 Students Playing with English

This study aimed to investigate elementary school EFL teachers’ use of scaffolding strategies for enhancing EFL G1 students’ cognitive engagement, and to examine whether the teachers’ beliefs correspond to their strategy use. The main focuses of the study included: 1. the types of scaffolding strategies used by elementary English teachers to enhance EFL students’ cognitive engagement; 2. the usage of these scaffolding strategies; 3. the teachers’ beliefs in using these scaffolding strategies. From the literature review, the major findings of this study are as the following: 1. English teachers’ scaffolding strategies in different ways could help students to achieve different categories of cognitive engagement; 2. English teachers’ different beliefs of cognitive engagement played an important role in their use of scaffolding strategies; 3.English teachers could guide students to achieve different levels of cognitive engagement in class based on their beliefs; 4.EFL teachers’ perceptions of scaffolding are important for their role in assisting G1 pupils’ second language learning.

Scaffolding strategies for wiki‐based collaboration: Action research in a multicultural Japanese language program

AbstractWikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki‐based multicultural Japanese language learning: worked examples, grouping and peer assessment. It was found that the use of a template explaining the learning objectives and expected learning process was more effective than detailed worked examples. It was also found that heterogeneous grouping and internal and external peer review were important factors and that wiki‐based collaborative learning can be culture laden and in conflict with traditional teaching and learning.

Maternal scaffolding and children's social skills: a comparison between aggressive preschoolers and non-aggressive preschoolers

When compared with their prosocial peers, aggressive children have more difficulties with problem-solving, emotion regulation, and social skills. Early disturbances in the parent–child relationship have long been recognised as putative factors; however, little attention has been focused on the preschool years, a period now recognised as critical for the development of social competence. This paper examines the differences between mothers of aggressive and non-aggressive preschoolers with respect to their ability to scaffold during joint problem-solving interactions and the relations between maternal scaffolding and children's social skills. The participants of this study were 60 preschoolers (3–6 years; 30 aggressive and 30 non-aggressive) and their mothers. Children's level of aggression and social skills was assessed through questionnaires completed by the children's mothers. The dyads engaged in a structured task. The mothers were rated on their use of scaffolding strategies. The results showed differences between mothers of aggressive and non-aggressive preschoolers in all but one aspect of scaffolding, with findings being in the expected direction. Group status moderated the relation between maternal scaffolding and preschoolers' social skills, specifically for assertion and self-control. The results are interpreted in terms of their importance for early intervention efforts with aggressive children.

Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom

Relatively little is known regarding preschool teachers’ use of specific scaffolds, including those high support scaffolds (e.g., co-participating, eliciting, reducing choices) that may be important for children who are struggling to acquire language and literacy concepts. The goal of this study was to characterize preschool teachers’ use of six types of scaffolds (generalizing, reasoning, predicting, co-participating, reducing choices, eliciting; see O’Connor et al. in Ladders to literacy, Paul H. Brookes Publishing, Baltimore, MD, 2005) within the whole group read aloud session. Two specific questions were addressed: (1) To what extent do preschool teachers use high and low support scaffolds during whole group read aloud sessions? and (2) To what extent does preschool teachers’ perceived frequency of use of specific scaffolds correspond to their actual use of scaffolds? Videotaped classroom observations were carried out for five preschool teachers conducting whole group read alouds in their classrooms; frequency of use for six types of scaffolds was coded using systematic observation procedures. Results indicated that teachers showed a preference for three types of scaffolds, all of which were low support, and that the three types of high support scaffolds occurred at very low rates. Additionally, results showed a substantial discrepancy between teachers’ perceived frequency of use of specific types of scaffolds relative to their actual use. Together, findings suggest that preschool teachers may benefit from professional development focused on using a range of scaffolds, to include high support scaffolds beneficial to children who may need high levels of support to participate in read alouds.

Diversité des étayages des mères d'enfants tout-venant et dysphasiques dans deux situations d'interaction

The aim of the present article was to investigate the characteristics of maternal scaffolding strategies to children with SLI as compared to normally developing children matched on age and to younger control children. Mother-child dyads were observed in two situations varying in terms of type of discursive activity: a guessing game and the reading of a picture book without text. Two types of scaffolding strategies were distinguished: linguistic (focusing on language support) and cognitive (focusing on task execution support). Results indicated qualitative and quantitative differences in the use of scaffolding strategies by mothers of SLI children. Indeed, they produced significantly more linguistic scaffolding strategies than mothers of normally developing and younger control children in both situations. As far as cognitive scaffolding was concerned, similarities and differences were observed between mothers of SLI children and mothers of normally developing and younger control children.

A Systems Approach to Scaffold Communication Skills Development

To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills.