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Scaffolding provided in a CALL Program

Scaffolding provided in a CALL Program. Samphao Duangkaew School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT). Classrooms. Modeling Demonstrating how to deal with the task. Classrooms. Using cue cards

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Scaffolding provided in a CALL Program

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  1. Scaffolding provided in a CALL Program Samphao Duangkaew School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT)

  2. Classrooms • Modeling Demonstrating how to deal with the task

  3. Classrooms • Using cue cards Helping the learners to remember the words that they have to say

  4. Classrooms • Pair work Helping each other to compete the task by sharing opinions, giving feedback and discussing a topic

  5. What is scaffolding? • Vygotsky’s theory about ZPD (1978) • Temporary frameworks that support a building • Temporary supports that help the learners to achieve the task (Wood, Bruner and Ross, 1976) • Guidelines that help stimulate the learners’ completing the task (Eggen and Kauchak, 1994)

  6. The potential development level What the learners cannot do yet The actual development level What the learners can do without assistance The ZPD What the learners do with assistance The Zone of Proximal Development (ZPD) Adapted from Ghefali, 2003

  7. The potential development level What the learners cannot do yet Scaffolding The actual development level What the learners can do without assistance Scaffolding in the Zone of Proximal Development “Scaffolding helps the learners move through the ZPD by enabling them to eventually complete tasks independently” (Eggen, Pual and Kauchak, 1999) Adapted from Ghefali, 2003

  8. Usefulnessof scaffolding • Helps the learners to accomplish a task by breaking it down into small steps • Enhances learners’ self-esteem to learn • Reduces learners’ level of frustration in learning

  9. Types of scaffolding in the self-access material (Sanguanpuk, 2005) • Modeling • Explanation • Example • Feedback • Prompt • Hint

  10. Forms of scaffolding in computer-based material • Sounds • Pop-up texts • Hypertexts • Animations

  11. Rationale of the study • Study types and forms of scaffolding provided in the Remedial English Program

  12. The Remedial English Program (2003) • An interactive computer-based self-access material • Aims at developing students’ English skills • Developed by a group of university teachers (2002-2003). • Produced for the undergraduate students • Distributed to every university in Thailand

  13. The Remedial English Program

  14. Research Methodology • 2 stages of the study 1. Types of scaffolding 2. Effectiveness of using the scaffolding • Research question What types of scaffolding are provided in the remedial English program? • Research instrument Checklist for Identifying Types of Scaffolding

  15. Checklist for Identifying Types of Scaffolding

  16. Checklist for Identifying Types of Scaffolding

  17. Checklist for Identifying Types of Scaffolding

  18. Checklist for Identifying Types of Scaffolding

  19. Counting the frequency of scaffolding • The frequency of scaffolding appeared on the screen was decided by the mouse operation. • One click represents one occurrence of a scaffold.

  20. Counting the frequency of scaffolding

  21. Total types and forms of scaffolding appeared in the Remedial English Program

  22. Total types and forms of scaffolding appeared in the Remedial English Program

  23. Total types and forms of scaffolding appeared in the Remedial English Program

  24. Total types and forms of scaffolding appeared in the Remedial English Program

  25. Total types and forms of scaffolding appeared in the Remedial English Program

  26. Scaffolding in each section of the Remedial English Program

  27. Pronunciation

  28. Pronunciation

  29. Pronunciation

  30. Pronunciation • Lessons • explanation and example  modeling (485 times) • Activities • modeling, feedback

  31. Grammar

  32. Grammar

  33. Grammar

  34. Grammar • Inductive teaching • example, explanation (pop-up texts) • Deductive teaching • feedback  explanation, example (pop-up texts)

  35. Reading

  36. Reading

  37. Reading

  38. Reading • Divided into 4 sub-skills • hints (pop-up texts) • feedback, explanation (sounds)

  39. Listening

  40. Listening

  41. Listening • Divided into levels of difficulty • Beginner  explanation only • Listening practice • modeling (sounds) links to pronunciation

  42. Writing

  43. Writing

  44. Writing • The lowest frequency types of scaffolding  linked up with grammar

  45. Conclusion • Macro-level • Breaking task down in to steps • e.g. Grammar  Writing • Micro-level • Types of scaffolding are provided (The learners may/may not use) • Approach of teaching e.g. pronunciation  modeling grammar  example, explanation

  46. Thank you My supervisors: Assoc. Prof. Sonthida Keyuravong Asst. Prof. Dr. Saowaluck Tepsuriwong

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