TAILIEUCHUNG - Scaffolding in EFL college classes in Vietnam

The current study adopted sociocultural discourse analysis framework to analyze scaffolding in verbal interaction in EFL university classes. The students were learning English from a prescribed textbook. Recorded talks of these students and their teachers in their natural classroom settings were sequenced to explore the role of scaffolding. | SCAFFOLDING IN EFL COLLEGE CLASSES IN VIETNAM LE PHAM HOAI HUONG1 TRAN THI THANH THUONG2 1 University of Foreign Languages Hue University 2 Hồ Chí Minh College of Foreign Economic Relations email tiladori@ Email lphhuong@ Abstract The current study adopted sociocultural discourse analysis framework to analyze scaffolding in verbal interaction in EFL university classes. The students were learning English from a prescribed textbook. Recorded talks of these students and their teachers in their natural classroom settings were sequenced to explore the role of scaffolding. The findings reveal the process of how students co-constructed knowledge in learning new concepts as well as English vocabulary. The results also indicate the role of mediation through the use of language. From the findings implications were put forward regarding grouping students and training both teachers and students the strategies to use scaffolding. Keywords Group interaction EFL university students sociocultural discourse analysis. 1. INTRODUCTION Driven mainly by sociocultural theory developed by Vygotsky and his colleagues this study was carried out to explore scaffolding and verbal mediation in EFL university classes in Vietnam. The study aimed to scrutinize the use of languages of both English and Vietnamese to interact among teachers and students to complete the tasks given. Sociocultural theory was adopted as the framework for the analysis of the recorded speech. 2. LITERATURE REVIEW . Sociocultural theory Sociocultural theory developed by Vygotsky focused on the concept of language learning in social interaction and lays emphasis on the role which is played by social cultural and historical artifacts in the child s mental development Pathan Memon Memon Khoso amp Bux 2018 p. 232. The theory has been interpreted to describe the way second language learners acquire language when they collaborate and interact with other people. The extended framework suggests .

• TOEFL - IELTS - TOEIC
• Group interaction
• EFL university students
• Sociocultural discourse analysis
• EFL college classes
• English vocabulary
• Small group interaction
• Small group presentations
• Small groups
• Group circumstances
• Group structure
• Observing group process
• Observation instruments
• Systems approach
• The tubbs model
• Communication processes
• Language behavior
• Relevant background factors
• Social influence processes
• Decision making processes
• Conflict management
• Desirability of conflict
• Improved information flow
• Organizational change
• The panel discussion
• The symposium
• BMC Bioinformatics
• Gene gene interaction
• Overlapping group
• Survival prediction
• Diffuse large B cell lymphoma
• BMC Pediatrics
• Child cognitive development
• Child motor development
• Early intervention
• Emotional availability
• Extreme prematurity
• Parent child interaction
• Report medicine
• traditional medicine
• scientific reports
• breast cancer
• biological activities
• environmental medicine
• Adolescent psychiatry
• Mental health
• Nonsuicidal self injury
• Parenting behavior
• Parent–child interaction
• Warmth and support
• BMC Molecular and Cell Biology
• Data mining
• Protein protein interaction
• Co expression
• Proteins functioning