Scaffolding provided in a CALL Program
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Scaffolding provided in a CALL Program Samphao Duangkaew School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT)
description
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 - PowerPoint PPT Presentation
Transcript of 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
