TEACHER BELIEFS AND PRACTICES OF SCAFFOLDING STUDENTS’ READING COMPREHENSION THROUGH QUESTIONING AT PRE-READING STAGE
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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DOI: http://dx.doi.org/10.46827/ejfl.v0i0.2511
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