English Teachers’ Practice of Classroom Discourse in Light of Zone of Proximal Development Theory and Scaffolding Techniques

Abstract

This research examines English teachers’ use of classroom discourse in the light of Zone of Proximal Development (ZPD) theory and scaffolding techniques. English teachers play an essential role in increasing dialogic interaction in their English language learners (ELLs). The participants were 18 English teachers from government secondary school in Makkah city, Saudi Arabia. The observation sheet used to collect data concentrated on major points of classroom discourse in the lesson stages of teaching English including lesson planning, explanation, and evaluation. The results highlight high-level practice of some strategies that support authoritative discourse in some strategies in the three lesson stages. However, the findings reveal lower levels of teachers’ use of strategies that support teaching in the ZPD. The findings also reveal an increase in the use of some strategies such as concentration on correcting errors in the planning stage before implementing the lesson. Furthermore, the findings reveal an increase in teachers’ use of some strategies such as encouraging continuous classroom discourse without providing correct responses for learners before discussions in the teaching stage. Also, it indicates a high-level increase in the use of some strategies such as evaluation of previously memorized concepts, and asking questions to evaluate students’ performance levels in the evaluation stage.

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“…Educators play a crucial role in scaffolding children's learning within their ZPD, providing support and guidance to help them achieve higher levels of understanding (Alam, 2023;Alghamdy, 2024;Irshad et al, 2021;Loizou & Olymbiou, 2023;Ness, 2023;Syrjämäki et al, 2023;Vygotsky, 1978). This has implications for assessment, instruction, and curriculum design, emphasizing the importance of matching learning activities to children's developmental levels and providing appropriate support.…”

“…This has implications for assessment, instruction, and curriculum design, emphasizing the importance of matching learning activities to children's developmental levels and providing appropriate support. Understanding and applying the principles of the ZPD, educators can effectively tailor their teaching approaches to meet the unique needs of each child, fostering optimal learning experiences and promoting overall development (Alam, 2023;Alghamdy, 2024;Loizou & Olymbiou, 2023;Ness, 2023;Syrjämäki et al, 2023;Vygotsky, 1978).…”

“…Similarly, in a mathematics lesson, a teacher might assist students in solving a problem slightly above their current ability by breaking it down into smaller, more manageable steps. Through this collaborative process, children accomplish tasks they could not achieve alone and develop new skills and understanding, ultimately expanding their ZPD and advancing their cognitive development (Alam, 2023;Alghamdy, 2024;Irshad et al, 2021;Loizou & Olymbiou, 2023;Ness, 2023;Syrjämäki et al, 2023;Vygotsky, 1978).…”