A Case Study: Scaffolding with Activities in College Remedial English Classes

抄録

In this paper, the author focuses on scaffolding activities to motivate students to learn in remedial classes at college. Based on the conditions for motivation indicated by Dornyei (2001), a study was conducted to investigate what teachers should do in the classroom. To motivate students, teachers should first create an atmosphere where students can learn without anxiety. The sequence of scaffolding instruction worked well in a relaxed environment. Furthermore, good scaffolding activities facilitated a supportive classroom atmosphere. Through the teacher's careful assessment of students' levels, students were given appropriate scaffolding activities in the Zone of Proximal Development (ZPD), which led them to the stage where they could do activities alone. In a remedial class, teachers should take more responsibility to create a good classroom atmosphere to motivate students intrinsically by providing success-oriented scaffolding.