TEACHER BELIEFS AND PRACTICES OF SCAFFOLDING STUDENTS’ READING COMPREHENSION THROUGH QUESTIONING AT PRE-READING STAGE

Authors

  • Thuy Diem Hong School of Foreign Languages, Can Tho University, Vietnam
  • Huan Buu Nguyen School of Foreign Languages, Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejfl.v0i0.2511

Keywords:

teacher beliefs, reading comprehension, scaffolding, questioning

Abstract

Research into scaffolding has indicated its roles in assisting students in completing their English language learning tasks, including reading. This paper reports a descriptive study that explores teachers’ beliefs and their practices of the questioning strategy to scaffold students’ reading comprehension in lower secondary schools in a Mekong delta region. Data collected in this study include questionnaires, classroom observations, and semi-structured interviews. Participants were sixty-four teachers of English as a foreign language. The findings reported in this paper provide insightful views into how teachers used questions to scaffold student learning of reading comprehension. Pedagogical implications are also presented.

 

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Author Biographies

  • Thuy Diem Hong, School of Foreign Languages, Can Tho University, Vietnam

    Thuy Diem Hong is a teacher of English at a foreign language centre in Can Tho, Vietnam. As a bachelor of English in Education, she teaches English for adult learners. She is currently an MA student at Can Tho University. Her research interests include reading skills and strategies, and teaching methodology. She is also keen on improving learning experience for EFL students and applying innovative approaches for young learners.

  • Huan Buu Nguyen, School of Foreign Languages, Can Tho University, Vietnam

    Huan Buu Nguyen is a Senior Lecturer in English at School of Foreign Languages, Can Tho University. He experienced in curriculum development in Thailand and Canada. As a Fulbright scholar, he earned a masters’ degree in education in Rutgers University, the United States in 2003. As an NZAID scholarship holder, he completed his doctoral degree at Massey University, New Zealand in 2014. His research focuses on teacher beliefs and changes within the university teaching and learning in science education. His research interests include action research, teacher change, language learning, ESP, and curriculum planning. He is now involved in writing teaching materials for ESP students at the university and is an invited reviewer for Thai TESOL.

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Published

2019-07-07

Issue

Vol 4, No 2 (2019)

Section

Articles

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