Investigating the Perceptions and Implementation Challenges of Scaffolding Among Libyan English Teachers
DOI:
https://doi.org/10.65405/vdja7f19Keywords:
scaffoloding, Vygotsky, Zone of Proximal Development, Instructional StrategyAbstract
This paper is descriptive paper reveals the English teachers perceptions of scaffolding strategies in classroom and how effective they are according to the participants experience in teaching. The research utilizes a quantitative approach through a survey in the form of a questionnaire which is distributed to the participants after attending an online workshop about scaffolding. The responses collected from the questionnaires were analyzed using quantitative method. According to the teachers’ continuous needs for effective teaching strategies this study presented the application of scaffolding as an effective instructional strategy in English language teaching. It highlighted a variety of forms of scaffolding including one-on-one tutoring, peer support, and computer-assisted techniques. Also, it distinguished their roles in facilitating learner independence and mastery of new concepts. Through rich feedback of previous studies and findings illustrated and examined different scaffolding techniques—such as questioning, modeling, and visual aids—significantly enhance student comprehension and engagement. The findings showed that effective scaffolding accelerates cognitive development and fosters learners’ confidence and autonomous learning skills, aligning with Vygotsky’s Zone of Proximal Development theory.
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