ERIC Number: EJ1124247
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
Scaffolding Reading Comprehension Skills
Salem, Ashraf Atta Mohamed Safein
English Language Teaching, v10 n1 p97-111 2017
The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students' comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.
Descriptors: English (Second Language), Second Language Instruction, Scaffolding (Teaching Technique), Reading Comprehension, Reading Skills, Language Teachers, Teaching Methods, Questionnaires, Structured Interviews, Qualitative Research, Student Evaluation, Teacher Attitudes, Knowledge Level, Educational Strategies, English Teachers, Foreign Countries, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt
Grant or Contract Numbers: N/A