EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia
The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was ga...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Nesibu Gudina Dinagde [verfasserIn] Melaku Wakuma [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2023 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Tell-us Journal - Universitas PGRI Sumatera Barat, 2019, 9(2023), 1, Seite 78-104 |
|---|---|
| Übergeordnetes Werk: |
volume:9 ; year:2023 ; number:1 ; pages:78-104 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.22202/tus.2023.v9i1.6654 |
|---|
| Katalog-ID: |
DOAJ100179878 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ100179878 | ||
| 003 | DE-627 | ||
| 005 | 20240414070712.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 240414s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.22202/tus.2023.v9i1.6654 |2 doi | |
| 035 | |a (DE-627)DOAJ100179878 | ||
| 035 | |a (DE-599)DOAJ3e18292364844927a6186ecce60f6133 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 0 | |a Nesibu Gudina Dinagde |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia |
| 264 | 1 | |c 2023 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. | ||
| 650 | 4 | |a scaffolding, interaction, contingent, non-contingent | |
| 653 | 0 | |a Language and Literature | |
| 653 | 0 | |a P | |
| 700 | 0 | |a Melaku Wakuma |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Tell-us Journal |d Universitas PGRI Sumatera Barat, 2019 |g 9(2023), 1, Seite 78-104 |w (DE-627)176060299X |w (DE-600)3069206-4 |x 25027468 |7 nnns |
| 773 | 1 | 8 | |g volume:9 |g year:2023 |g number:1 |g pages:78-104 |
| 856 | 4 | 0 | |u https://doi.org/10.22202/tus.2023.v9i1.6654 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/3e18292364844927a6186ecce60f6133 |z kostenfrei |
| 856 | 4 | 0 | |u https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2442-7608 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2502-7468 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 951 | |a AR | ||
| 952 | |d 9 |j 2023 |e 1 |h 78-104 | ||
| author_variant |
n g d ngd m w mw |
|---|---|
| matchkey_str |
article:25027468:2023----::fisrcosirsaflignrtncasomteaefo |
| hierarchy_sort_str |
2023 |
| publishDate |
2023 |
| allfields |
10.22202/tus.2023.v9i1.6654 doi (DE-627)DOAJ100179878 (DE-599)DOAJ3e18292364844927a6186ecce60f6133 DE-627 ger DE-627 rakwb eng Nesibu Gudina Dinagde verfasserin aut EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. scaffolding, interaction, contingent, non-contingent Language and Literature P Melaku Wakuma verfasserin aut In Tell-us Journal Universitas PGRI Sumatera Barat, 2019 9(2023), 1, Seite 78-104 (DE-627)176060299X (DE-600)3069206-4 25027468 nnns volume:9 year:2023 number:1 pages:78-104 https://doi.org/10.22202/tus.2023.v9i1.6654 kostenfrei https://doaj.org/article/3e18292364844927a6186ecce60f6133 kostenfrei https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 kostenfrei https://doaj.org/toc/2442-7608 Journal toc kostenfrei https://doaj.org/toc/2502-7468 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2023 1 78-104 |
| spelling |
10.22202/tus.2023.v9i1.6654 doi (DE-627)DOAJ100179878 (DE-599)DOAJ3e18292364844927a6186ecce60f6133 DE-627 ger DE-627 rakwb eng Nesibu Gudina Dinagde verfasserin aut EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. scaffolding, interaction, contingent, non-contingent Language and Literature P Melaku Wakuma verfasserin aut In Tell-us Journal Universitas PGRI Sumatera Barat, 2019 9(2023), 1, Seite 78-104 (DE-627)176060299X (DE-600)3069206-4 25027468 nnns volume:9 year:2023 number:1 pages:78-104 https://doi.org/10.22202/tus.2023.v9i1.6654 kostenfrei https://doaj.org/article/3e18292364844927a6186ecce60f6133 kostenfrei https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 kostenfrei https://doaj.org/toc/2442-7608 Journal toc kostenfrei https://doaj.org/toc/2502-7468 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2023 1 78-104 |
| allfields_unstemmed |
10.22202/tus.2023.v9i1.6654 doi (DE-627)DOAJ100179878 (DE-599)DOAJ3e18292364844927a6186ecce60f6133 DE-627 ger DE-627 rakwb eng Nesibu Gudina Dinagde verfasserin aut EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. scaffolding, interaction, contingent, non-contingent Language and Literature P Melaku Wakuma verfasserin aut In Tell-us Journal Universitas PGRI Sumatera Barat, 2019 9(2023), 1, Seite 78-104 (DE-627)176060299X (DE-600)3069206-4 25027468 nnns volume:9 year:2023 number:1 pages:78-104 https://doi.org/10.22202/tus.2023.v9i1.6654 kostenfrei https://doaj.org/article/3e18292364844927a6186ecce60f6133 kostenfrei https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 kostenfrei https://doaj.org/toc/2442-7608 Journal toc kostenfrei https://doaj.org/toc/2502-7468 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2023 1 78-104 |
| allfieldsGer |
10.22202/tus.2023.v9i1.6654 doi (DE-627)DOAJ100179878 (DE-599)DOAJ3e18292364844927a6186ecce60f6133 DE-627 ger DE-627 rakwb eng Nesibu Gudina Dinagde verfasserin aut EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. scaffolding, interaction, contingent, non-contingent Language and Literature P Melaku Wakuma verfasserin aut In Tell-us Journal Universitas PGRI Sumatera Barat, 2019 9(2023), 1, Seite 78-104 (DE-627)176060299X (DE-600)3069206-4 25027468 nnns volume:9 year:2023 number:1 pages:78-104 https://doi.org/10.22202/tus.2023.v9i1.6654 kostenfrei https://doaj.org/article/3e18292364844927a6186ecce60f6133 kostenfrei https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 kostenfrei https://doaj.org/toc/2442-7608 Journal toc kostenfrei https://doaj.org/toc/2502-7468 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2023 1 78-104 |
| allfieldsSound |
10.22202/tus.2023.v9i1.6654 doi (DE-627)DOAJ100179878 (DE-599)DOAJ3e18292364844927a6186ecce60f6133 DE-627 ger DE-627 rakwb eng Nesibu Gudina Dinagde verfasserin aut EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. scaffolding, interaction, contingent, non-contingent Language and Literature P Melaku Wakuma verfasserin aut In Tell-us Journal Universitas PGRI Sumatera Barat, 2019 9(2023), 1, Seite 78-104 (DE-627)176060299X (DE-600)3069206-4 25027468 nnns volume:9 year:2023 number:1 pages:78-104 https://doi.org/10.22202/tus.2023.v9i1.6654 kostenfrei https://doaj.org/article/3e18292364844927a6186ecce60f6133 kostenfrei https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 kostenfrei https://doaj.org/toc/2442-7608 Journal toc kostenfrei https://doaj.org/toc/2502-7468 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 9 2023 1 78-104 |
| language |
English |
| source |
In Tell-us Journal 9(2023), 1, Seite 78-104 volume:9 year:2023 number:1 pages:78-104 |
| sourceStr |
In Tell-us Journal 9(2023), 1, Seite 78-104 volume:9 year:2023 number:1 pages:78-104 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
scaffolding, interaction, contingent, non-contingent Language and Literature P |
| isfreeaccess_bool |
true |
| container_title |
Tell-us Journal |
| authorswithroles_txt_mv |
Nesibu Gudina Dinagde @@aut@@ Melaku Wakuma @@aut@@ |
| publishDateDaySort_date |
2023-01-01T00:00:00Z |
| hierarchy_top_id |
176060299X |
| id |
DOAJ100179878 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ100179878</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240414070712.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">240414s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.22202/tus.2023.v9i1.6654</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ100179878</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ3e18292364844927a6186ecce60f6133</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Nesibu Gudina Dinagde</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">scaffolding, interaction, contingent, non-contingent</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Language and Literature</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">P</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Melaku Wakuma</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Tell-us Journal</subfield><subfield code="d">Universitas PGRI Sumatera Barat, 2019</subfield><subfield code="g">9(2023), 1, Seite 78-104</subfield><subfield code="w">(DE-627)176060299X</subfield><subfield code="w">(DE-600)3069206-4</subfield><subfield code="x">25027468</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:9</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:78-104</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.22202/tus.2023.v9i1.6654</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/3e18292364844927a6186ecce60f6133</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2442-7608</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2502-7468</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">9</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield><subfield code="h">78-104</subfield></datafield></record></collection>
|
| author |
Nesibu Gudina Dinagde |
| spellingShingle |
Nesibu Gudina Dinagde misc scaffolding, interaction, contingent, non-contingent misc Language and Literature misc P EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia |
| authorStr |
Nesibu Gudina Dinagde |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)176060299X |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
DOAJ |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
25027468 |
| topic_title |
EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia scaffolding, interaction, contingent, non-contingent |
| topic |
misc scaffolding, interaction, contingent, non-contingent misc Language and Literature misc P |
| topic_unstemmed |
misc scaffolding, interaction, contingent, non-contingent misc Language and Literature misc P |
| topic_browse |
misc scaffolding, interaction, contingent, non-contingent misc Language and Literature misc P |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Tell-us Journal |
| hierarchy_parent_id |
176060299X |
| hierarchy_top_title |
Tell-us Journal |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)176060299X (DE-600)3069206-4 |
| title |
EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia |
| ctrlnum |
(DE-627)DOAJ100179878 (DE-599)DOAJ3e18292364844927a6186ecce60f6133 |
| title_full |
EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia |
| author_sort |
Nesibu Gudina Dinagde |
| journal |
Tell-us Journal |
| journalStr |
Tell-us Journal |
| lang_code |
eng |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2023 |
| contenttype_str_mv |
txt |
| container_start_page |
78 |
| author_browse |
Nesibu Gudina Dinagde Melaku Wakuma |
| container_volume |
9 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Nesibu Gudina Dinagde |
| doi_str_mv |
10.22202/tus.2023.v9i1.6654 |
| author2-role |
verfasserin |
| title_sort |
efl instructors’ micro-scaffolding in writing classrooms: the case of wollega university, ethiopia |
| title_auth |
EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia |
| abstract |
The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. |
| abstractGer |
The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. |
| abstract_unstemmed |
The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ |
| container_issue |
1 |
| title_short |
EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia |
| url |
https://doi.org/10.22202/tus.2023.v9i1.6654 https://doaj.org/article/3e18292364844927a6186ecce60f6133 https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654 https://doaj.org/toc/2442-7608 https://doaj.org/toc/2502-7468 |
| remote_bool |
true |
| author2 |
Melaku Wakuma |
| author2Str |
Melaku Wakuma |
| ppnlink |
176060299X |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.22202/tus.2023.v9i1.6654 |
| up_date |
2024-07-04T01:51:35.233Z |
| _version_ |
1803611427552886784 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ100179878</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240414070712.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">240414s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.22202/tus.2023.v9i1.6654</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ100179878</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ3e18292364844927a6186ecce60f6133</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Nesibu Gudina Dinagde</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">scaffolding, interaction, contingent, non-contingent</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Language and Literature</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">P</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Melaku Wakuma</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Tell-us Journal</subfield><subfield code="d">Universitas PGRI Sumatera Barat, 2019</subfield><subfield code="g">9(2023), 1, Seite 78-104</subfield><subfield code="w">(DE-627)176060299X</subfield><subfield code="w">(DE-600)3069206-4</subfield><subfield code="x">25027468</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:9</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:78-104</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.22202/tus.2023.v9i1.6654</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/3e18292364844927a6186ecce60f6133</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ejournal.upgrisba.ac.id/index.php/tell-us/article/view/6654</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2442-7608</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2502-7468</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">9</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield><subfield code="h">78-104</subfield></datafield></record></collection>
|
| score |
7.400058 |