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

Thuy Diem Hong, Huan Buu Nguyen

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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teacher beliefs, reading comprehension, scaffolding, questioning

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