Scaffolding provided in a CALL Program

Scaffolding provided in a CALL Program

Samphao Duangkaew

School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT)

Classrooms

Modeling

Demonstrating how to deal with the task

Classrooms

Using cue cards

Helping the learners to remember the words that they have to say

Classrooms

Pair work

Helping each other to compete the task by sharing opinions, giving feedback and discussing a topic

What is scaffolding? Vygotsky’s theory about ZPD (1978)

Temporary frameworks that support a building

Temporary supports that help the learners to achieve the task (Wood, Bruner and Ross, 1976)

Guidelines that help stimulate the learners’ completing the task (Eggen and Kauchak, 1994)

The Zone of Proximal Development (ZPD)

The actual development level

What the learners can do

without assistance

The potential development level

What the learners cannot do yet

TheZPD

What the learners do with

assistance

Adapted from Ghefali, 2003

Scaffolding in the Zone of Proximal Development

“Scaffolding helps the learners move through the ZPD by enabling them to

eventually complete tasks independently”

(Eggen, Pual and Kauchak, 1999)

The actual development level

What the learners can do

without assistance

The potential development level

What the learners cannot do yet

Scaffolding

Adapted from Ghefali, 2003

Usefulness of scaffolding

Helps the learners to accomplish a task by breaking it down into small steps

Enhances learners’ self-esteem to learn

Reduces learners’ level of frustration in learning

Types of scaffolding in the self-access material (Sanguanpuk, 2005)

Modeling

Explanation

Example

Feedback

Prompt

Hint

Forms of scaffolding in computer-based material

Sounds

Pop-up texts

Hypertexts

Animations

Rationale of the study

Study types and forms of scaffolding provided in the Remedial English Program

The Remedial English Program (2003)

An interactive computer-based self-access material

Aims at developing students’ English skills

Developed by a group of university teachers (2002-2003).

Produced for the undergraduate students

Distributed to every university in Thailand

The Remedial English Program

Research Methodology

2 stages of the study1. Types of scaffolding2. Effectiveness of using the scaffolding

Research question

What types of scaffolding are provided in the remedial English program?

Research instrument

Checklist for Identifying Types of Scaffolding

Checklist for Identifying Types of Scaffolding

Checklist for Identifying Types of Scaffolding

Checklist for Identifying Types of Scaffolding

Checklist for Identifying Types of Scaffolding

Counting the frequency of scaffolding

The frequency of scaffolding appeared on the screen was decided by the mouse operation.

One click represents one occurrence of a

scaffold.

Counting the frequency of scaffolding

Total types and forms of scaffolding appeared in the Remedial English Program

Total types and forms of scaffolding appeared in the Remedial English Program

Total types and forms of scaffolding appeared in the Remedial English Program

Total types and forms of scaffolding appeared in the Remedial English Program

Total types and forms of scaffolding appeared in the Remedial English Program

Scaffolding in each section of the Remedial English Program

Pronunciation

Pronunciation

Pronunciation

Pronunciation

Lessons

explanation and example modeling (485 times)

Activities

modeling, feedback

Grammar

Grammar

Grammar

Grammar

Inductive teaching

example, explanation (pop-up texts)

Deductive teaching

feedback explanation, example (pop-up texts)

Reading

Reading

Reading

Reading

Divided into 4 sub-skills

hints (pop-up texts)

feedback, explanation (sounds)

Listening

Listening

Listening

Divided into levels of difficulty

Beginner explanation only

Listening practice

modeling (sounds) links to pronunciation

Writing

Writing

Writing

The lowest frequency types of scaffolding linked up with grammar

Conclusion Macro-level

• Breaking task down in to steps e.g. Grammar Writing

Micro-level • Types of scaffolding are provided (The learners may/may not use) • Approach of teaching e.g. pronunciation modeling

grammar example, explanation

Thank you

My supervisors :Assoc. Prof. Sonthida Keyuravong

Asst. Prof. Dr. Saowaluck Tepsuriwong