A native English speaking teacher's beliefs and practices regading questioning and scaffolding in an English classroom
Issued Date
2016
Copyright Date
2016
Resource Type
Language
eng
File Type
application/pdf
No. of Pages/File Size
ix, 127 leaves
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Bibliographic Citation
Thesis (M.A. (Language and Culture for Communication and Development))--Mahidol University, 2016
Suggested Citation
Yuwadee Sapsomboon A native English speaking teacher's beliefs and practices regading questioning and scaffolding in an English classroom. Thesis (M.A. (Language and Culture for Communication and Development))--Mahidol University, 2016. Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/108450
Title
A native English speaking teacher's beliefs and practices regading questioning and scaffolding in an English classroom
Alternative Title(s)
ความเชื่อและการปฏิบัติของอาจารย์เจ้าของภาษาในการตั้งคำถาม และแนวคิดการเสริมต่อการเรียนรู้ในห้องเรียนภาษาอังกฤษ
Author(s)
Advisor(s)
Abstract
The study of teachers' beliefs regarding their teaching practices is considered an important area that would greatly benefit professional development (Ashton, 1984 Goddard, Hoy, & Woolfolk Hoy, 2000 Wheatley, 2002). This research concerns how a native English speaking teacher's beliefs influence his classroom practices, including asking questions and using scaffolding techniques in an English classroom in a Thai university. The participants were one experienced native English speaking teacher and eight Thai postgraduates in the second semester of the academic year 2012-2013 in a university in Nakhon Pathom, Thailand. In order to gather data from the participants, interviews, classroom observation, and digital audio recording were all employed. The teacher believes that students' participation in the classroom is the key to learning successfully therefore, he asked questions in various ways to engage students, sustain students' interest, and check students' comprehension. In addition, scaffolding techniques were used in the classroom as follows: 1) spelling, 2) repetition, 3) rephrasing a question, 4) giving a clue, 5) giving the correct answer, and 6) modeling a word or phrase. Most students revealed that when the teacher uses a scaffolding technique after asking a question, it can improve their oral responses. In conclusion, the teacher's beliefs influence his questioning and scaffolding techniques because he thinks that those teaching practices can benefit the students' English competency. Teachers should understand their teaching beliefs to enhance their professional practices and benefit their students to meet the objectives of each lesson effectively.;
Description
Language and Culture for Communication and Development (Mahidol University 2016)
Degree Name
Master of Arts
Degree Level
Master's degree
Degree Department
Research Institute for Languages and Cultures of Asia
Degree Discipline
Language and Culture for Communication and Development
Degree Grantor(s)
Mahidol University