Understanding Interactive behaviors in Story Reading Activities

Understanding Interactive behaviors in Story Reading Activities

This study aims to investigate interactive scaffolding behaviors between teachers and second language learners in story reading activities. Participants' reactions in this study are coded and named according to their functions and purposes throughout the study. The results are as follows: First, scaffolding behaviors were made by participants' initiative moves throughout the reading interaction. These supportive behaviors were predominantly used when more questions and errors were raised as a corrective feedback, especially to correct learners' phonological and lexical errors. In addition, learners' opinions of the story reading activities were collected and illustrated in order to present their learning experience. The finding suggests that in order to build up the comprehension ability or communicative ability of the student through the reading session, a teacher may need to have knowledge about what area students may face difficulties in carrying on the story reading session. In addition this study provides us with a general look at how much interaction strategy the teacher potentially can apply to different levels of the student in actual interactive story reading situations.