TEACHERS’ PERCEPTIONS OF SCAFFOLDING EFL STUDENTS’ READING COMPREHENSION AT HIGH SCHOOLS IN THE MEKONG DELTA, VIETNAM
DOI:
https://doi.org/10.46827/ejel.v6i5.3854Keywords:
teachers’ perceptions, scaffolding, reading comprehensionAbstract
Scaffolding has held great appeal for teachers of English as a foreign language (EFL) and scholars in helping students take greater responsibility or ownership in their language learning and reach academic success. However, little is known about how teachers perceived this type of support as improving students’ reading comprehension in English within the teaching and learning context in Vietnam high schools. This paper therefore reports a descriptive study that explored teachers’ perceptions of scaffolding EFL students’ reading comprehension at high schools in the Mekong Delta, Vietnam. Questionnaires and semi-structured interviews were employed to collect data from seventy-nine high school teachers. The findings provide insightful views into teachers’ perceptions about scaffolding students’ reading comprehension. The findings also reveal how teachers experienced varying degrees of their perceptions of scaffolding and challenges while delivering their scaffolding practices in reading instruction.
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