Teachers' Perceptions and Practices Of Scaffolding Tools in Elt Classes

Abstract

The present research study entitled Teachers’ Perceptions and Practices of Scaffolding Tools in ELT Classes aimed to identify the teachers' perceptions on the role of scaffolding tools and their practices in the use of scaffolding tools in ELT classes. To meet the objectives of this study, I purposively selected twenty secondary level English teachers and twenty secondary level schools of Myagdi district as sample. Purposive non-random judgmental sampling procedure was used to select the sample of this study. Questionnaire and classroom observation checklist were used to collect the data for this study. The findings of this study showed that 45 percent teachers were aware of scaffolding tools in teaching English. Questioning and motivation were the most used scaffolding tools in the ELT classroom to build interest and engage students in learning English as almost all the secondary level English teachers positively responded to these tools. Sixty percent teachers were found positive that investing the scaffolding and its various tools support in the language class. Similarly, it was found that 50 percent teachers provide modified input frequently in the ELT classroom. In the same way, it was found that in 18 (90%) classes teachers motivate their students, involve in interaction, give feedback to the students, translate target language terms, give hints, ask questions and explain text to their students as the frequent scaffolding tools in the ELT classroom . This thesis has been organized into five chapters. The first chapter deals with the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter includes review of related theoretical literature, review of related empirical literature, implications of the review for the study and conceptual framework. The third chapter covers all the areas of methodology. Likewise, the fourth chapter presents the results and discussion. The fifth chapter includes summary, conclusion and recommendations at three different levels (policy related, practice related and further research related) followed by references and appendices.