A Case Study on Scaffolding Interaction in L2 Reading Activities

This research looks into the process providing effective scaffolding guidance during L2 story reading activities. Interactive story reading activities were chosen as a way of exploring conversational interactions between learner and teacher. The main aim was to find out specific supportive guidance given by a teacher to enhance a learner's understanding of text, as well as examining the leaners' responses to teacher's guidance. During the course of the study, participants were placed in natural story reading activities, exchanging interactions based on content of storylines. This study suggested seven distinctive supportive guidance strategies in story reading activities. The learners showed a variety of corrective response towards the teacher's guidance. The findings suggest effective uses of teacher's guidance during the story reading activities according to learner's needs and performance. Some pedagogical implications for fostering leaner cognitive development are also suggested.