Key concepts in ELT

Foley, Joseph

doi:10.1093/elt/48.1.101

Cited by 26 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The third common element in scaffolding research is transfer of responsibility from teacher to learner in the learning process (Foley, 1994;Van de Pol et al, 2010). This should be understood in terms of ensuring that students understand their own learning and enabling students to take charge of this process in order to become independent and successful readers (Nuttall, 2005).…”

Section: Strategies For Scaffolding Reading Comprehensionmentioning

confidence: 99%

A classroom observation tool for scaffolding reading comprehension

Smit

Grift

Bot

et al. 2017

System

View full text Add to dashboard Cite

An important goal of educational research is to find out which teaching practices are effective in promoting students' learning. In order to assess these practices, adequate observation instruments are needed. Existing observation schemes for language teaching are not suitable to gauge which teaching strategies scaffold EFL reading comprehension in particular and language learning in general. Therefore, we developed a new instrument: the English Reading Comprehension Observation Protocol. The focus of the instrument is on the role of the EFL teacher who helps students to move from learning to read to reading to learn in English. We conducted a generalizability study in order to establish the instrument's reliability. Twenty lessons taught by five experienced teachers were recorded and observed by five experienced teacher educators. The results of the generalizability study, in which we disentangled sources of variance, show that a large proportion of the variance can be attributed to differences between the teachers. This shows that the instrument has a high reliability and can help teachers identify their strengths and room for development. The instrument takes the form of a checklist and is easy to use for professional development purposes.

show abstract

Section: Strategies For Scaffolding Reading Comprehensionmentioning

confidence: 99%

A classroom observation tool for scaffolding reading comprehension

Smit

Grift

Bot

et al. 2017

System

View full text Add to dashboard Cite

show abstract

“…We found that students were excited to begin combining language structures to express themselves, but needed some guided practice with the structures before they began experimenting on their own. Using scaffolding techniques (Foley 1994), we provided students with opportunities to rely on models to produce language. As their comfort level with the structures increased, they began to rely more on spontaneous production and less on replicating learned structures.…”

Section: Authentic Outputmentioning

confidence: 99%

Hybrid Language Teaching in Practice

Carrasco¹,

Johnson

2015

SpringerBriefs in Education

View full text Add to dashboard Cite

“…In 1976, Wood, Bruner and Ross adopted the term "scaffolding" to describe a social interactional structure present in the environment that guides the student to achieve learning outcomes. These scaffolds often take the form of leading or probing questions that is especially conducive to helping children learn (Foley, 1994). Scaffolding is gradually removed as the learner increasingly gains mastery of the learning task.…”

Section: Incorporating Prior Research Findings On Scaffoldingmentioning

confidence: 99%

Scaffolding Singaporean Students to Write Vividly in the Chinese ‘Mother Tongue’, Mandarin

Chung¹,

Anderson²,

Leong³

et al. 2014

ALLS

View full text Add to dashboard Cite

This paper details results from a three-year study investigating how to help students in Singapore write vivid compositions in Mandarin, the Chinese 'mother tongue'. Mastery of the mother tongue by Singaporean students has become an important government priority in recent years. The strategies employed by this study included the use of information and communications technology (ICT) mediated scaffolds such as collaborative mind maps and online peer editing to help students learn micro-writing strategies. This paper outlines the process of using various scaffolds to support students to learn and apply the action chain micro-writing strategy. A class of 31 Primary 4 from a neighbourhood school participated in this study. Findings indicated that students were very enthusiastic about writing in the ICT-mediated environment. Contrary to the teacher's initial belief, students could be scaffolded to write action chains quickly. Findings highlighted the potential of scaffolding students in learning small chunks of writing strategy in an ICT-mediated environment that enabled them to practice these strategies in their composition writing until they could master and apply them. These micro-writing strategies gradually built up to a complex set of skills, including expressive writing. Moreover, students enjoyed working in groups and editing their peers' work online. This showed that peers could be engaged as scaffolders in the classroom to free up the teacher' time, allowing the teacher more time to spend with students who were not performing well.

show abstract

Key concepts in ELT

Cited by 26 publications

References 0 publications

A classroom observation tool for scaffolding reading comprehension

A classroom observation tool for scaffolding reading comprehension

Hybrid Language Teaching in Practice

Scaffolding Singaporean Students to Write Vividly in the Chinese ‘Mother Tongue’, Mandarin

Contact Info

Product

Resources

About