Investigating Scaffolding Writing Instruction

2015 ◽  
pp. 169-196
Author(s):  
Aminah A. Sutphen
Keyword(s):  
Writing Instruction ◽  
Instructional Strategy ◽  
Collaborative Writing ◽  
Arabian Gulf ◽  
Zone Of Proximal Development ◽  
Classroom Research ◽  
Student Writing ◽  
Proximal Development ◽  
Education Students ◽  
Limited Ability

Throughout the Arabian Gulf and beyond, higher education students face the challenge of learning to write academic essays in English though possessing limited ability in the language. Scaffolding writing techniques provide support for them as they learn about essay structure while working within their Zone of Proximal Development (i.e. in the metaphorical space between what learners can accomplish unassisted and what they cannot do on their own). This chapter discusses the results of classroom research on how scaffolding writing instruction in English affected tertiary student writing outcomes in the Sultanate of Oman. Instructional techniques used in the study, which include aspects of the Hammond and Gibbons (2005) macro and micro ESL scaffolding model, as well as modeling and collaborative writing, are discussed in detail. The results of the study found that using scaffolding writing techniques revived students' forgotten knowledge of essay structure during approximately ten hours of instruction. In addition, data showed that students favored this instructional strategy.

Follow this path

2016 ◽  
Vol 6 (1) ◽  
pp. 52-78 ◽  
Author(s):  
Terese Thonus ◽  
Beth L. Hewett
Keyword(s):  
Writing Instruction ◽  
Graduate Student ◽  
Instructional Strategy ◽  
Writing Center ◽  
Conceptual Metaphor ◽  
Student Writing ◽  
Face To Face ◽  
Online Setting ◽  
Metaphor Use ◽  
E Mail

This paper examines conceptual metaphor use by graduate-student writing consultants in a university writing center. Our goal was to develop a taxonomy for consultant metaphor in asynchronous online consultations; to find evidence that consultants could produce deliberate metaphors as an instructional strategy when responding asynchronously by e-mail to students and their texts; and to compare these data with Thonus’s (2010) investigation of consultant metaphor use in face-to-face consultations, Results showed that writing consultants trained in the use of strategic metaphors employed them in subsequent consultations. In addition, trained consultants used deliberate, coherent, and systematic metaphors in all six categories of our analysis, and they exploited metaphors students had developed in their writing. In comparison with their pre-training metaphor use, the consultants demonstrated increased metaphor use after training and used metaphors significantly differently from consultants who had received no training. We discuss these results in terms of deliberate vs. non-deliberate metaphor use in writing instruction, and we consider the feasibility and advisability of training writing center consultants to employ metaphors — specifically coherent, systematic metaphors — as vehicles for writing instruction in an online setting.

Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study)

2020 ◽  
Vol 12 (3) ◽  
pp. 105
Author(s):  
Yaseen Azi
Keyword(s):  
Collaborative Writing ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
The Third ◽  
Depth Analysis ◽  
The Individual ◽  
Teaching Of Writing ◽  
Scaffolded Writing ◽  
Scaffolding Learning

This paper aims at explaining the concept of scaffolding within ZPD, providing in-depth analysis, and illustrating how scaffolding, as a tool of assistance, can be used in the teaching of writing. Scaffolding, as a concept, has been originated from Vygotsky’s theoretical notion- the zone of proximal development (ZPD). As it is known, ZPD has been originally constructed to account for the gap between the actual level and the potential level of development of the individual learners. Briefly, the first part of the paper showed how the notions of ZPD, internalization and the concepts of activated learning and collaborative writing within ZPD were briefly presented in the literature review. Likewise, the second part of discussed important concepts in the literature such as scaffolding, principles of scaffolding, scaffolded writing, scaffolding learning. In the third part of this paper, different studies of scaffolding and the teaching of writing in the EFL contexts were briefly discussed and critically presented. The last part of the study briefly presented and discussed the findings of a short one-month case study of my five-year-old son. 

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Domains of Socialization

2019 ◽  
pp. 72-90
Author(s):  
Joan E. Grusec
Keyword(s):  
Young Adults ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Group Participation ◽  
Guided Learning ◽  
Positive Action ◽  
Affect And Cognition ◽  
And Control ◽  
Value Learning ◽  
Over Time

This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.

Transforming by Following Forces: Introducing Chinese Philosophy of SHI and SHUN SHI into Developmental and Educational Psychology

2021 ◽  
pp. 1354067X2110173
Author(s):  
Aruna Wu ◽  
Shuangshuang Xu ◽  
Xiaowen Li
Keyword(s):  
System Theory ◽  
Educational Intervention ◽  
Educational Psychology ◽  
Chinese Philosophy ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Dynamic System Theory ◽  
Alternative Perspective ◽  
Process Understanding ◽  
Long Time

Educational intervention has been narrated for a long time as a battle between two agentive subjects, educators and students. In this article, we introduce two interrelating concepts of SHI (势 in Chinese) and SHUN SHI (顺势 in Chinese) from Chinese philosophy into psychology to provide an alternative perspective to understand students’ development and educational intervention. The concept of SHI sheds light on the propensity of open system’s becoming process toward the future underlying system’s present configuration derived from system’s historical interaction with its environment. SHUN SHI is to grasp the opportunity of SHI evolving into being prominent and to transform the system by alertly following its unfolding process. Understanding and applying SHI and SHUN SHI in the area of developmental and educational psychology is discussed and clarified based on a comparison with the dynamic system theory and zone of proximal development. An empirical research is also provided to respond to the method challenge posed by the two concepts.

Guided reading – Working within a child's zone of proximal development

2021 ◽  
Vol 30 ◽  
pp. 100530
Author(s):  
Maria Nicholas ◽  
Nikolai Veresov ◽  
John Cripps Clark
Keyword(s):  
Zone Of Proximal Development ◽  
Guided Reading ◽  
Proximal Development

scholarly journals Learning to Learn: teacher research in the Zone of Proximal Development

2006 ◽  
Vol 10 (2) ◽  
pp. 149-166 ◽  
Author(s):  
Elaine Hall ◽  
David Leat ◽  
Kate Wall ◽  
Steve Higgins ◽  
Gail Edwards
Keyword(s):  
Teacher Research ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Learning To Learn
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