Teachers' Scaffolding Strategies in Internet-based ELT Classes

Q. Nguyen
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引用次数: 4

Abstract

Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students’ learning in face-to-face ELT classes, effective teachers’ scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.
教师在网络英语教学中的脚手架策略
由于新冠肺炎疫情,社会保持距离要求发展中国家立即实施基于互联网的英语教学(ELT)。这种从面对面学习和教学环境到在线学习和教学环境的突然转变带来了许多关注,特别是在危机中如何维持英语教学,其中一个问题是教师如何在基于互联网的课堂上责备学生。尽管已有大量的研究致力于在面对面英语教学中架起学生的学习,但有效的教师在网络课堂中的架起策略仍然值得进一步的学术关注。因此,本文回顾了教师在网络英语教学中使用脚手架策略的当代研究。在论述了支架式教学与支撑式教学的内在区别以及支架式教学、支撑式教学与语言能力之间的关系之后,笔者对支架式教学的功能、目的和策略进行了综合和系统的梳理。作者还提出了一些实用的建议,教师可以利用这些建议来指导互联网上不同教学情境下的学生。最后,本文指出了一些常见的挑战,并提出了教师在基于互联网的英语教学课堂中有效实施脚手架策略的解决方案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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