Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)

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The Effects of Scaffolding in the L2 Classroom: Teacher Support in Relation to Student In-class Engagement and Appreciation of Support

Authors
Li Yong1, *
1Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, US
*Corresponding author. Email: ylcaro16@upenn.edu
Corresponding Author
Li Yong
Available Online 1 February 2022.
DOI
10.2991/assehr.k.220131.150How to use a DOI?
Keywords
Scaffolding; Engagement; Appreciation of support; Second language learner; Teacher support
Abstract

Second language learners, particularly those with a low language competence, often show unwillingness to communicate in the target language and engage in the class activities or tasks. Scaffolding is believed to be an effective instructional tool to foster L2 learning. Yet, few evidences can be found in previous studies on scaffolding and its influence on learner engagement in a classroom setting. This study investigated how teachers’ use of scaffolding techniques impacts L2 learners’ classroom engagement and appreciation of teacher support in an online ESL classroom with a mix-method approach. The participants included twenty-two Chinese immigrant L2 learners with a beginner level of language proficiency and two qualified L2 co-teachers. The study lasted for three weeks, during which students took six class sessions. Students’ in-class engagement and performance were documented through class observation. Their appreciation and overall attitude towards the teacher scaffolding were revealed by answering a designed anonymous questionnaire containing nineteen statements. Results indicated that students’ classroom engagement frequency experienced a notable increase after they received teacher scaffolding. Also, according to the questionnaire answers, a positive relationship was found between the teachers’ use of scaffolding and students’ appreciation of support.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 February 2022
ISBN
10.2991/assehr.k.220131.150
ISSN
2352-5398
DOI
10.2991/assehr.k.220131.150How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

risenwbib
TY  - CONF
AU  - Li Yong
PY  - 2022
DA  - 2022/02/01
TI  - The Effects of Scaffolding in the L2 Classroom: Teacher Support in Relation to Student In-class Engagement and Appreciation of Support
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 828
EP  - 833
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.150
DO  - 10.2991/assehr.k.220131.150
ID  - Yong2022
ER  -