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