Scaffolding Teacher Talk in Face-to-Face vs. Online EAP Contexts: Teachers’ and Students’ Views


Despite growing research evidence on the facilitative role of scaffolding strategies in enhancing students’ learning outcomes, scaffolding L2 learners in hybrid EAP contexts has been an under-researched area. The aim of the present study is twofold: 1) to explore how English language instructors use teacher talk to scaffold language learning during online and face-to-face EAP lessons, and 2) to find out instructors’ views on their scaffolding strategies and students’ regarding the effectiveness of these strategies. The study was conducted in the English preparatory program of a foundation university in Istanbul, Turkey, and data were collected from four English instructors and 61 students through video recordings and stimulated recall interviews. Analyses revealed that instructors’ scaffolding included similar metacognitive, cognitive, and affective strategies in both face-to-face and online lessons. Instructors used various cognitive, metacognitive, and affective scaffolding strategies to cater to students’ language learning while preparing them for the academic requirements of the English program and future studies without considering the differing needs of the instructional contexts. Finally, although students generally benefited from the scaffolding strategies used by their instructors, individual differences were observed. The findings shed light on the effective scaffolding strategies of teachers used in hybrid contexts and students’ ideas about to what extent they can benefit from them.

Author Information
Gizem Adeka, Bahcesehir University, Turkey
Derin Atay, Bahcesehir University, Turkey

Paper Information
Conference: ECE2023
Stream: Higher education

This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Adeka G., & Atay D. (2023) Scaffolding Teacher Talk in Face-to-Face vs. Online EAP Contexts: Teachers’ and Students’ Views ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon