Effects of scaffolding on students' self-regulation in hypermedia English learning

Abstract

Hypermedia signifies both mode and media of information presentation, using a multimedia environment and providing users the flexibility to select which document they want to view next based on their current interests. However, research indicates that students experience certain difficulties in regulating their learning when they use hypermedia environments to learn complex passages in EFL class. Researchers have therefore attempted to facilitate students' EFL learning by using scaffolds, or instructional aids, designed to support students' understanding. Scaffolding use, considered as a temporary framework for learners to 'stand on' with the guidance and assistance of the teacher, might offer a framework for hypermedia language teaching. © 2012 Springer-Verlag London Limited.