Vietnamese high school students’ perceptions of teachers’ use of scaffolding activities in efl reading comprehension lessons

NGUYEN NGOC HUYENM1622013 VIETNAMESE HIGH SCHOOL STUDENTS’ PERCEPTIONS OF TEACHERS’ USE OF SCAFFOLDING ACTIVITIES IN EFL READING COMPREHENSION LESSONS MASTER OF EDUCATION PROGRAM: PRINCI

INTRODUCTION

Rationale

In today's globalized world, English has emerged as a vital global language, essential for accessing information across various fields (Ly, 2023) In Vietnam, it is a mandatory subject in the education system from primary to high school, aimed at expanding students' knowledge To achieve fluency, educators emphasize the development of four key skills: reading and listening (receptive skills) and speaking and writing (productive skills).

Reading is essential for personal and academic growth, as it enables individuals to continuously update their knowledge and achieve academic success It not only provides valuable information and enjoyment but also enhances language skills and broadens understanding of diverse cultures In today's knowledge economy, reading is increasingly vital for transforming information into knowledge, offering insights into various aspects of life, including environment, culture, society, politics, education, and economy For EFL students, developing reading skills is crucial, as most academic activities rely on this competency Moreover, reading fosters cognitive and emotional development by encouraging students to comprehend the author's messages, construct meaning, identify main ideas, and analyze vocabulary within context.

EFL students frequently face challenges in developing reading comprehension skills, primarily due to a passive learning approach and insufficient reading strategies (Rawengwan & Yawiloeng, 2020) Additionally, their limited opportunities for practical application hinder the acquisition of fluency and comprehension A study by Nguyen and Kim (2021) highlighted that students encounter difficulties stemming from linguistic limitations, such as vocabulary, grammar structures, background knowledge, and the use of various strategies, including contextual meaning inference.

Students face various challenges in reading comprehension, influenced by factors such as motivation, vocabulary, and grammar, as well as the complexity of reading materials and teaching methods (Jurniawati, 2015) Although they may answer questions correctly, many struggle to fully understand and interpret texts, leading to confusion over main ideas and content This difficulty hampers their ability to express their thoughts and grasp the meanings of words in context (Indah & Ramadhana, 2020).

Teachers play a crucial role in designing effective learning experiences in reading classrooms (Vacca & Vacca, 1989) In Vietnamese high schools, traditional lecturing is the prevalent teaching method, with educators acting as the primary decision-makers in their instructional approaches (Hong & Nguyen, 2019) This reliance on lecturing can restrict students' active engagement, which may negatively impact their comprehension and information processing skills.

According to Al Ma'ani (2007, as cited in Al-Ghazo, 2016), students struggle with comprehension skills primarily due to EFL teachers' focus on evaluating understanding at the word and sentence levels instead of fostering reading comprehension development Furthermore, students face inadequate exposure to effective reading strategies, which hinders their comprehension abilities Permana (2016) highlights that English teachers often rely on outdated strategies, leading to student boredom and stunted progress This lack of innovation prevents teachers from meeting the evolving needs of their students Additionally, research by Zarfsaz and Yeganehpour (2021) and Wibowo et al (2020) reveals that many teachers are unaware of effective strategies to engage students in reading, limiting their ability to use reading as a tool for authentic knowledge application and comprehension enhancement.

A study by Mulatu and Regassa (2022) found that teachers inadequately implemented the three stages of reading lessons, with insufficient emphasis on pre- and post-reading activities The conventional approach often requires students to read silently or partially before answering comprehension questions, as noted by Al Saraireh and Hamid (2016) Following this, teachers typically solicit individual responses from students, focusing on clarification of correctness rather than fostering language development Additionally, some educators continue to rely heavily on explanations, limiting opportunities for students to enhance their language skills.

Traditional teaching methods often lead to students passively listening and repeating text without fully understanding it, resulting in missed information and a lack of connection to the material (Muna, 2018; Tang, 2019) This passive approach can leave some students unprepared for higher-level reading, as they show little interest in developing essential reading skills (Collins & Cheek, 2000) Inadequate classroom activities further hinder progress in reading proficiency (Rahman, 2007) To promote effective reading learning, it is crucial to incorporate engaging classroom activities and adopt an interactive, student-centered approach that fosters active participation By providing appropriate instruction, teachers can help students cultivate strong reading skills and enhance their motivation, ultimately improving comprehension abilities.

Engaging and enjoyable reading activities significantly enhance the teaching and learning process, prompting educators to identify effective strategies for reading instruction (Herawati et al., 2020) Scaffolding, rooted in Lev Vygotsky’s sociocultural theory, serves as a valuable approach to address diverse student needs and reading levels (Alwahibee, 2019) By implementing scaffolding in reading comprehension, teachers provide temporary support that empowers students to achieve greater understanding (Fitzgerald & Graves, 2004) This method allows educators to gradually decrease assistance, fostering students' knowledge, skills, and self-regulated learning (Fernandez et al., 2001; Wachyunni).

In the classroom, teachers foster student confidence and responsibility for their learning by employing scaffolding techniques This approach includes providing support, supervision, and guidance to enhance reading skills Various methods such as targeted questions, suggested tasks, diverse resources, challenges, and engaging activities are utilized to improve students' reading abilities (Muna, 2018).

Scaffolding activities play a vital role in reading classes by enabling students to navigate complex texts and enhance their comprehension skills These supportive strategies build student confidence, encourage independent learning, and empower learners to take charge of their reading experiences Research by Safadi and Rababah (2012) demonstrated that a scaffolded cooperative classroom environment significantly boosted students' reading comprehension scores, leading the researchers to advocate for the integration of scaffolding into the EFL curriculum It is essential for teachers to adopt scaffolding techniques that align with students' Zone of Proximal Development (ZPD), making the design and implementation of these activities crucial for effective EFL reading instruction.

Effective comprehension instruction plays a crucial role in enhancing student learning by guiding them toward reading proficiency and fostering independence as readers Numerous scholarly studies, such as those by Eissa & Al-Bargi (2017) and Friatin (2017), have explored the positive impact of scaffolding techniques on improving students' reading comprehension skills.

This study investigates Vietnamese high school students' perceptions of teachers' scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons Despite previous research, there has been a lack of exploration into how students view the effectiveness of these activities in enhancing their reading skills Reading comprehension is a crucial skill often taught through various approaches, and the current study aims to demonstrate that scaffolding activities can significantly improve and motivate students in their reading comprehension Additionally, it seeks to highlight the importance of scaffolding activities in EFL teaching for educators.

Research aim

This research is conducted to explore how Vietnamese high school students perceive their teachers’ implementation of scaffolding activities in EFL reading comprehension lessons.

Research question

This study investigates Vietnamese high school students' perceptions of their teachers' use of scaffolding activities during English as a Foreign Language (EFL) reading comprehension lessons.

1.What scaffolding activities are perceived to be used most often and least often?

2.How do the students perceive the usefulness of their teachers’ scaffolding activities?

Significance of the study

In the Vietnamese educational landscape, there is a notable lack of research on high school students' perceptions of teachers' use of scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons This study aims to address this gap by gathering feedback from students, highlighting the effectiveness of scaffolding in enhancing their learning experiences Understanding students' views on teaching methods is essential for educators to adapt their practices to better align with students' needs, learning styles, and abilities By comprehensively analyzing students' perceptions, teachers can identify successful strategies and areas requiring improvement, ultimately enhancing the overall teaching and learning process.

4 activities in EFL reading comprehension lessons at an upper-secondary schools in the Mekong Delta.

This research investigates students' perceptions of the frequency and effectiveness of scaffolding activities used by teachers in enhancing their learning process By analyzing student feedback, the study aims to identify which scaffolding practices are most and least utilized, as well as which are deemed most beneficial for improving reading comprehension and self-regulated learning The findings will provide valuable insights for teachers, enabling them to refine their scaffolding strategies in EFL reading comprehension lessons to better support student learning and success.

This study highlights the importance of understanding students' perceptions of scaffolding activities in reading comprehension lessons By recognizing how these activities are perceived, teachers can pinpoint areas where students need extra support and customize their instructional strategies to enhance learning outcomes.

This research systematically synthesized previous studies to identify gaps in the existing literature, leading to a comprehensive understanding of the topic It contributed theoretical significance by offering new insights and reinforcing existing theories Furthermore, the findings provided valuable evidence regarding the reading comprehension instruction of EFL students in Vietnam's Mekong Delta region.

Organization of the research

The study is divided into five chapters, each delving into a specific aspect of the research topic in order to provide a comprehensive analysis.

The first chapter introduces the study by providing the rationale for conducting the research, stating aim and question, discussing its significance, and describing how the study is organized.

The second chapter focuses on a literature review, examining key concepts such as perceptions, EFL reading comprehension, and the role of scaffolding activities in enhancing EFL reading lessons It also evaluates pertinent studies related to these topics and introduces dialogical self theory to provide a comprehensive understanding of the subject matter.

The third chapter delves into the research methodology, addressing key components such as the research aim and question, study design, participant selection, instruments utilized, data collection procedures, and methods of data analysis.

The fourth chapter outlines the study's results and discussions, presenting the analyzed findings and addressing the initial research questions.

Chapter five summarizes the study's findings and draws key conclusions, highlighting the pedagogical implications It also addresses the study's limitations and offers suggestions for future research in the field.

LITERATURE REVIEW

The concepts of perceptions

Perception is the essential process of organizing, identifying, and interpreting sensory data to derive meaning from our environment (Lindsay & Norman, 2013) As noted by Rathus (2007), this active organization of sensory information leads to the formation of internal representations of the world, allowing individuals to recognize objects, understand language, and make informed judgments Ultimately, perception enhances our ability to comprehend and interact with the stimuli we encounter daily.

Perception is an active process shaped not just by sensory input but also by an individual's past experiences, as defined by Akrim and Sulasmi (2020) This understanding of the environment, influenced by factors such as learning ability, concentration, and expectations (Bui et al., 2021), significantly affects attitudes and behaviors.

Perception plays a vital role in the process of action, allowing individuals to adjust their behavior based on their environment (Michotte, 2019; Septinawati et al., 2020) In the realm of education, the interaction between internal and external factors significantly influences student learning Kurniawan (2015) highlights that students selectively interpret information based on stimuli, prioritizing certain inputs over others By understanding and incorporating students' perceptions of their learning experiences, educators can enhance their teaching methods and materials This alignment with students' expectations and learning styles promotes a more effective and engaging classroom environment.

According to Qiong (2017), the perception process consists of three key stages: selection, organization, and interpretation In the selection stage, environmental stimuli are transformed into meaningful experiences, while the organization stage involves arranging these experiences based on similar patterns Finally, in the interpretation stage, individuals assign meaning to the selected stimuli However, interpretations can differ among individuals, even when exposed to the same stimulus, highlighting the complexity of perception This process is shaped by various factors, including personal preferences, experiences, cultural backgrounds, and prior knowledge, ultimately leading to diverse outcomes in understanding environmental stimuli.

Our emotions and behaviors significantly affect both people and objects, stemming from our perceptions (McShane & Glinow, 2005, as cited in Ekaningrum & Prabandari, 2015) These perceptions play a crucial role in shaping individuals' thoughts and responses to various issues, whether positive or negative (Borg, 2015; Ekaningrum & Prabandari, 2015) In this research, students' perceptions are defined as their interpretations of sensory information, which ultimately influence their understanding and reactions.

This research project aims to assess students' feedback on the effectiveness of scaffolding activities used by teachers in EFL reading comprehension lessons By analyzing students' perceptions, we gain insights into various scaffolding practices employed at different stages of these lessons Additionally, understanding how students perceive the usefulness of specific scaffolding activities provides valuable information for teachers, guiding them in deciding which activities to retain, modify, or eliminate in the future Ultimately, students' perceptions play a crucial role in interpreting their learning experiences, allowing educators to enhance their teaching strategies (Kurniawan, 2015).

Perception, as defined by Ramadha (2023), is the process through which individuals comprehend stimuli from their environment, including objects, events, and relationships This process begins with perception and involves the brain's cognitive processing of these stimuli Additionally, a response encompasses an individual's thoughts, feelings, or actions towards the stimulus, as noted by Brink (2008) This response includes a behavioral component (the tendency to act), a cognitive component (beliefs or thoughts), and an affective component (emotions or feelings), which are interconnected with the concepts of cognition, perception, and attitude (Le & Pham).

Skinner and Pitzer (2012) identify three key forms of student engagement in response to instructional methods: behavioral engagement, which refers to students' actions in the classroom; cognitive involvement, representing their psychological investment in learning activities; and affective emotional involvement, highlighting the social and emotional connections students have with their classroom environment.

For the purpose of the present study, students’ perceptions are defined as students’ responses in terms of their behavior, cognitive, and affective domains to examine how

8 teachers incorporate scaffolding activities into EFL reading comprehension lessons The study reflects frequency and usefulness of scaffolding activities during these lessons.

EFL reading comprehension

Reading is an interactive process where readers actively engage with the text, interpreting and responding based on their prior knowledge (Dif, 2022) The development of schematic knowledge is shaped by various social and contextual factors that arise during the reader's interaction with the material (Lala, 2023).

Reading is an interactive process that combines the information presented in a text with the reader's prior knowledge, leading to varied interpretations and subjective experiences As readers engage with new information, they compare it with what they already know, make inferences, and seek clarification, which is essential for constructing meaning The cognitive aspect of reading involves understanding the author's message across different contexts, highlighting the importance of reading comprehension strategies This process is collaborative, involving not just the reader but also the writer and teachers, who provide guidance and strategies to enhance comprehension Ultimately, the dynamic interaction among these participants is crucial for effective reading, enabling readers to engage deeply with texts and improve their understanding.

Reading is a multifaceted process that encompasses decoding and comprehending written material, with the reader's existing knowledge significantly impacting the interpretation of the text (Dorigo, 2023).

Reading comprehension is the ability to derive meaning from texts by integrating one's background knowledge and decoding words It involves knowing vocabulary, understanding word meanings, analyzing text structure, making inferences, and responding to questions As a multifaceted skill, reading comprehension requires active engagement, allowing readers to link new information with what they already know.

9 knowledge, employing diverse strategies in order to achieve deep understanding, analysis, and interpretation the presented information.

Snow and Chair (2002) define reading comprehension as the active process of

Reading comprehension is an active and interactive process that involves simultaneously extracting and constructing meaning from written language It relies on three key components: the reader's skills, knowledge, and experience; the characteristics of the text, whether in print or electronic form; and the specific purposes and processes involved in reading By engaging with the text, readers are able to derive meaning and build new knowledge, highlighting the importance of interaction and involvement in the reading experience.

Reading comprehension is defined as the understanding of a text that arises from the interaction between written words and the reader's prior knowledge (Tompkins, 2011) This dynamic process involves not just the ability to read words correctly, but also the integration of word and world knowledge to derive meaning (Septiyana, 2021) By actively engaging with the text and employing various strategies, individuals can deepen their understanding beyond the written content Essential skills for effective reading comprehension include background knowledge, fluency, decoding, and vocabulary, which facilitate knowledge acquisition (Tran & Nguyen, 2021) To improve these skills, effective teaching strategies such as predicting, skimming, scanning, self-monitoring, inferring, and summarizing are employed (Septia, 2022), enabling students to extract meaningful information from texts.

Teachers play a crucial role in guiding students to apply effective strategies for various text types Through diverse activities that encourage active reading, students deepen their understanding and enhance critical thinking skills necessary for analyzing and evaluating content This study defines reading comprehension as the ability to understand and interpret written material with teacher support, ultimately leading to improved reading proficiency among students.

2.2.2 Teaching reading comprehension to EFL students

Teaching reading comprehension involves employing diverse strategies to analyze, interpret, and understand the messages in written texts This approach not only enhances students' reading skills but also boosts their confidence and motivation in reading To effectively plan lessons, instructors must integrate key elements, starting with fostering a positive and supportive classroom environment.

Creating an engaging learning environment is essential for fostering student participation in discussions about texts Teachers should promote active involvement by allowing students to ask questions, make predictions, and think critically about the material Additionally, incorporating diverse teaching strategies, such as visual aids and hands-on activities, can enhance learning experiences and cater to different learning styles.

The reading process is complex and multi-dimensional, as highlighted by Mulatu and Regassa (2022) To address this complexity, several essential components for teaching reading have been identified, including the establishment of a diverse vocabulary, the development of phonological processes, the implementation of reading comprehension strategies, and the cultivation of both intrinsic and extrinsic motivation Additionally, enhancing reading fluency is crucial By effectively integrating these elements into reading instruction, educators can significantly improve student learning outcomes (Gerry et al., 2012).

Several factors impact text comprehension during reading, including vocabulary, prior knowledge, reader ability, reading strategies, and motivation According to McNamara (2009), effective reading instruction enables students to improve their comprehension skills and address reading challenges, ultimately boosting their overall reading proficiency.

In 2003, eight essential principles were proposed for effectively teaching reading to EFL students These principles emphasize the importance of leveraging the reader's background knowledge, building a strong vocabulary, and focusing on comprehension Additionally, they advocate for enhancing reading speed, teaching effective reading strategies, and encouraging the transition from strategies to skills Integrating assessment and evaluation into the teaching process, along with a commitment to continuous improvement as a reading teacher, are also key components of successful reading instruction.

The primary goal of modern education is to enhance students' communicative competence through innovative coursebooks that feature interconnected and relevant themes Research by Alshammari (2015) highlights the crucial role of EFL coursebooks in shaping reading methodologies, particularly for intermediate learners and above These materials are designed with numerous reading activities to improve students' comprehension skills and strategies Additionally, Alshammari emphasizes the importance of carefully selecting texts and activities while reflecting on contemporary approaches to teaching reading McCrea (2003) points out that teaching reading skills and strategies is vital for fostering reader autonomy Teachers are essential in this process, as they guide students in developing these skills, create a positive reading environment, and provide tailored instruction to meet diverse learning needs and preferences.

Ahmadi et al (2021) highlight the significance of reading strategies in improving students' reading comprehension It is essential for educators to customize these strategies throughout various learning stages to meet the diverse needs of their students.

The exploration of 11 proficiency levels and needs highlights a dynamic approach that enhances text comprehension through active meaning-making Nguyen (2022) found that various teaching strategies, such as questioning, predicting, retelling, and picturing, significantly improve students' reading comprehension The study emphasizes the importance of providing clear pre-reading instructions and customizing strategies to align with students' individual abilities and personalities for better engagement Additionally, Nurdianingsih (2021) identified three effective teaching strategies—understanding the text, utilizing individual and group methods, and applying question and answer relationship (QAR) techniques—that not only boost comprehension but also promote meaningful exchanges of ideas among students.

Scaffolding activities in EFL reading comprehension lessons

2.3.1 Sociocultural theory and the ZPD

Scaffolding instruction is a teaching strategy that originates from Lev Vygotsky’s Sociocultural Theory (SCT) and his concept of the Zone of Proximal Development (ZPD).

Sociocultural Theory (SCT) suggests that learning is driven by diverse dialogues, including interactions among teachers, students, and texts, which stimulate inner dialogues that help students construct knowledge (Vygotsky, 1978) This perspective on social constructivism highlights the critical role of social interactions and scaffolding in language teaching and learning Vygotsky (1978) emphasizes that social interaction enhances students' prior knowledge and skills, providing a foundational framework for effective educational practices.

Research from 1986 indicates that knowledge is fundamentally social, gained through interactions that enhance understanding This theory emphasizes that integrating learners' engagement within social or cultural contexts significantly enhances the learning process.

2000) Therefore, removing interaction from the learning process hinders the achievement of learning outcomes, as all knowledge and abilities are derived from social activity (Vygotsky, 1978).

Vygotsky emphasizes that language learning thrives through meaningful social interactions, which not only prevent isolation but also promote collaboration among students and teachers Engaging in joint activities centered on shared interests creates valuable opportunities for effective language teaching and learning By understanding students' backgrounds and needs through these interactions, teachers can offer tailored support and guidance, enabling learners to achieve their full potential in language acquisition.

This theory emphasizes the importance of creating a supportive and collaborative classroom environment and providing appropriate scaffolding where social interactions pave the way for successful language development.

Vygotsky (1978) posits that students acquire new concepts through collaboration with adults or more skilled peers, who encourage inquiry and present various perspectives on problems This interaction takes place within the Zone of Proximal Development (ZPD), which encompasses tasks that students cannot complete independently but can achieve with support The ZPD highlights the gap between a student's current abilities and their potential development when guided According to Vygotsky, the ZPD is defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (p 86) Additionally, Wibowo, Syafrizal, and Syafryadin (2020) underscore the importance of effective teaching strategies employed by English teachers to enhance reading comprehension.

Learning within the Zone of Proximal Development (ZPD) occurs through social interactions with teachers who offer essential support Yildiz and Celik (2020) emphasize that interactive activities enable teachers to effectively transfer knowledge to students, aiding their advancement from their existing developmental stage to their full potential.

16 development Vygotsky's theory suggests that social interaction and guidance are the most effective means of facilitating learning, allowing students to reach their full potential.

Vygotsky's Sociocultural Theory (SCT) emphasizes the importance of human diversity and the impact of social and historical contexts on education (Mahn & John-Steiner, 2012) By understanding these contexts, educators can cultivate a supportive classroom atmosphere and provide tailored guidance to enhance language development Students benefit from scaffolding provided by various sources, including teachers, knowledgeable peers, and their own inner resources, which allows them to receive focused support and exceed their individual capabilities Furthermore, integrating the concept of the Zone of Proximal Development (ZPD) into teaching strategies not only improves language skills but also encourages critical thinking through collaborative problem-solving.

Vygotsky's theory highlights two key levels of student development: the actual level, which indicates what a learner can achieve independently, and the potential level, which represents their capabilities when supported by a knowledgeable individual or peer The teacher plays a crucial role in facilitating this transition, guiding students from their actual level of understanding to their potential level of achievement.

2009) by providing guidance and assistance so as to bridge the gap between their current skills and their potential for growth.

Skills too difficult for child to master independently but it can be done by guidance and collaboration with more knowledgeable others.

Scaffolding is a temporary support system designed to enhance learning by helping students bridge the gap between their current abilities and desired outcomes It involves instructional activities that challenge learners beyond their independent capabilities, facilitating gradual progress within their Zone of Proximal Development (ZPD) This process enables students to advance to higher levels of independent learning, highlighting the essential role of scaffolding in effective educational practices.

Vygotsky (1978) posits that the Zone of Proximal Development (ZPD) serves to assess how much a child can achieve with the assistance of a more knowledgeable individual, rather than measuring their existing knowledge He highlights that students who rely on minimal support often face difficulties in solving problems independently (Upham et al., 2014) Conversely, those who receive guidance within the ZPD can surpass their peers, demonstrating potential development beyond their chronological age Consequently, teachers are encouraged to motivate learners to embrace challenges and engage in collaborative learning experiences within the ZPD.

Students require guidance and support to effectively master new information, which is illustrated by the ZPD model This model emphasizes the scaffolding process and highlights the interaction between teachers and students in group settings, consisting of four distinct stages (Tharp & Gallimore).

1988) As students become more proficient, they may need less guidance and acquire new knowledge more independently Herber and Herber (1993) defined ZPD stages in four stages:

•In stage 1, the teacher engages in frequent interaction with students, providing them with literal facts, details, key names, and dates related to the concepts or ideas being taught.

•In stage 2, students work in small groups, using metacognition activities provided by teachers.

•In stages 3 and 4, students go on working together and independently, applying learned information to new ideas and concepts.

2.3.2 The concept of scaffolding activities

Wood, Bruner, and Ross (1976) introduced the concept of scaffolding through their analysis of parent-child conversations, highlighting the importance of supportive prompts, guidance, and feedback in facilitating learning Bruner (1978) emphasized that scaffolding involves strategically reducing the freedom in task completion to focus on mastering challenging learning activities Furthermore, Bruner (1983) described scaffolding as a method of creating an accessible and successful learning environment for children, gradually transitioning responsibility to them as they gain the necessary skills to manage tasks independently.

60) This process involves initially providing detailed instructions, then fading prompts and support as the child demonstrates increased competence, ultimately allowing them to complete the task independently.

Scaffolding is a teaching technique designed to support novices in solving problems and achieving goals that they cannot accomplish alone (Wood et al., 1976) It fosters student confidence by offering temporary assistance until they can perform tasks independently (Diniyati & Yenni, 2020) According to Lipscomb et al (2004), teachers implement scaffolding to help students master challenging tasks, acknowledging that initial errors are part of the learning process Effective scaffolding involves providing constructive feedback and prompts to guide students toward success.

Support in learning enhances the educational experience by enabling students to tackle challenging tasks, which boosts their confidence and fosters a sense of accomplishment This assistance leads to significant progress in understanding and skill development, allowing students to complete tasks more efficiently and with reduced stress Consequently, this approach facilitates deeper learning compared to attempts made without support, as demonstrated by Graves.

As students develop their reading skills, teachers gradually reduce support, enabling independent task completion This approach enhances student motivation and helps them overcome challenges in the reading process (Narina, 2022).

Scaffolding in education refers to a temporary framework that supports students in acquiring new knowledge and skills through various strategies such as models, cues, prompts, and direct instruction (Lawson, 2002; Hartman, 2002) These techniques not only enhance students' understanding but also empower them to apply prior knowledge beyond their individual capabilities (Dif, 2022) Acting as a temporary guide, scaffolding enables learners to understand tasks and gradually take on more responsibility for their own learning, ultimately fostering their independence (Gibbons, 2015).

“supporting teaching” (Gonulal & Loewen, 2018) due to helping teachers tailor their guidance to each student's needs and facilitating their gradual transition from dependence to independence.

Review of related studies

Scaffolding is an effective teaching strategy that enhances student learning by offering essential support and guidance Research has demonstrated its success in fostering engaging and productive classroom environments, making it a widely adopted approach Studies in this area seek to provide a comprehensive understanding of scaffolding's impact, particularly in the context of English as a Foreign Language (EFL) teaching practices.

2.4.1 The studies on scaffolding activities in the EFL context

A study conducted by Ebadi and Beigzadeh (2015) examined the impact of teacher and peer scaffolding on the reading comprehension skills of 30 female pre-intermediate EFL learners from a language institute in Islamabad Gharb The participants were divided into two groups, each receiving different types of scaffolding A pre-test was administered to assess their initial reading comprehension levels.

27 treatment sessions, and a post-test The findings of the study indicated that scaffolding techniques significantly enhanced the development of learners' reading comprehension.

Teacher scaffolding has proven to be highly effective in improving students' reading comprehension in English as a Foreign Language (EFL) contexts By utilizing various scaffolding strategies, teachers can significantly mediate and enhance learners' understanding of reading materials Additionally, the findings highlight that both teacher and peer scaffolding are valuable techniques for boosting students' reading comprehension skills.

Safadi and Rababah (2012) conducted a study on the impact of scaffolding instruction on reading comprehension among 107 female 11th graders in Jordan Utilizing a quasi-experimental design, the research involved an experimental group taught three units from their English textbook using scaffolding techniques, while a control group received traditional instruction The results indicated that scaffolding instruction significantly improved reading comprehension and related skills, such as identifying main ideas, making inferences, critical thinking, and vocabulary development.

Rahimi (2015) explored the impact of scaffolding reading strategies on EFL learners, involving five Iranian male students from a private language institute The study focused on enhancing reading strategies in three key areas: identifying main ideas, using contextual clues to infer vocabulary meanings, and making inferences Utilizing pre-tests and post-tests, the research evaluated the learners' understanding of these strategies, with a paired samples t-test employed to analyze the results The findings indicated that scaffolding during reading significantly aids learners in developing effective reading strategies, ultimately improving their reading skills and facilitating the overall English language learning process.

A study by Abdul-Majeed and Muhammad (2015) investigated the impact of scaffolding strategies on the reading comprehension of EFL students, involving 44 college women from Baghdad divided into two groups Utilizing a pretest-posttest non-equivalent groups design over six weeks, the results indicated that scaffolding strategies significantly improved students' reading comprehension skills and autonomy, thereby reducing their reliance on teachers The use of graphic organizers as scaffolding tools notably enhanced text understanding, while also promoting peer interactions and facilitating cooperative learning among students.

A study conducted by Muzammil (2021) explored the impact of scaffolding on reading comprehension among ninth-grade students at SMP Negeri 04 Batu in East Java, Indonesia The research involved 12 male and 18 female participants, with data gathered through pre-tests, post-tests, and questionnaires The assessments were administered prior to and following the implementation of scaffolding techniques.

The implementation of the scaffolding strategy significantly impacted students' perceptions and engagement in learning to read A questionnaire revealed that students strongly agreed their teachers utilized scaffolding instruction effectively, which helped them identify main ideas and details This approach not only motivated students but also enhanced their critical thinking skills, making them more eager and comfortable when reading authentic materials Future research should take into account the types of texts and the varying levels of students to further explore these findings.

Eissa and Al-Bargi (2017) investigated the effectiveness of scaffolding strategies on reading comprehension skills among 33 female university students in a Saudi preparatory year program Utilizing a mixed-method approach, the study included quantitative data from a quasi-experimental design with control and experimental groups, as well as qualitative insights from open-ended questionnaires The findings indicated that students had positive attitudes and high motivation when employing scaffolding techniques to improve their reading comprehension Among the strategies, questioning emerged as the most beneficial, while other effective methods included schema activation, visualizing, using graphic organizers, and making connections However, some students found graphic organizers to be less helpful.

In her 2017 study, Haldrina examined the application of scaffolding techniques in reading instruction at Baleendah 1 Senior High School, employing a qualitative research design that featured classroom observations and interviews The research followed a three-phase analytical process, which involved data reduction, data display, and conclusion drawing and verification The study aimed to clarify the role of scaffolding techniques in teaching reading, referencing Walqui's (2006) identification of five primary types of scaffolding utilized in this educational context.

Modeling in education combines verbal explanations with body language to enhance understanding Bridging activates students' prior knowledge, while contextualizing presents information in diverse forms Schema building creates organized clusters of interconnected meanings, and developing metacognition fosters learners' awareness of their knowledge and thought processes According to Roehler and Cantlon (1996), effective scaffolding techniques include providing explanations, encouraging participation, clarifying understanding, and modeling desired behaviors Additionally, Rodgers and Rodgers (2004) emphasize the importance of teachers being responsive to learners' actions and needs Ultimately, teachers implement various scaffolding techniques, each serving distinct purposes, particularly in reading instruction.

In the pre-reading stage, teachers foster background knowledge by linking prior experiences to current activities and assessing students' performance zones During the while-reading phase, they implement scaffolding techniques such as interpretation and modeling to enhance vocabulary and pronunciation skills In the post-reading stage, teachers clarify and confirm understanding, ensuring that students grasp the text's meaning Consequently, this structured guidance significantly enhances students' reading comprehension.

Ariani and Hikmat (2018) investigated the implementation of scaffolding strategies by English teachers to enhance reading comprehension among 11th-grade students at SMK Muhammadiyah Two Surakarta Their research utilized observation, interviews, and document analysis for data collection The study revealed that teachers effectively employed scaffolding techniques such as questioning, simplifying language, utilizing visual media, incorporating gestures, and generating questions The reading instruction process involved four key steps: text selection, text orientation, aural orientation, and language orientation Importantly, students' positive responses to scaffolding were identified as essential for improving the teaching and learning experience in reading comprehension.

A study by Gashaw (2018) examined the scaffolding practices of 45 preparatory English teachers in East Gojjam Zone and their impact on students' reading comprehension skills The results revealed that while teachers were generally aware of effective scaffolding techniques, such as providing background knowledge during the pre-reading stage, encouraging vocabulary understanding during the while-reading stage, and facilitating comprehension through post-reading activities, they infrequently implemented these strategies, with only 35% of teachers applying scaffolding consistently across all reading stages Consequently, students' autonomy in reading comprehension remained underdeveloped The study underscores the need for targeted training for English teachers to enhance their scaffolding practices in teaching reading comprehension.

A study by Yawiloeng (2022) explored EFL students' perceptions of instructional scaffolding and multimodal texts to improve reading comprehension among thirty-four undergraduate students majoring in Information Technology at a Thai university Utilizing a purposive sampling method, the research involved three stages of reading activities that integrated scaffolding techniques and multimodal resources Findings revealed that most students strongly supported the use of scaffolding by their teachers, which included activating prior knowledge through diverse strategies before reading, providing visual aids during reading, and encouraging successful students to share insights post-reading Additionally, students appreciated the scaffolding activities that facilitated peer discussions on vocabulary and texts before reading, as well as targeted questioning to enhance comprehension during the reading process.

Summary

This chapter's literature review examines perceptions, EFL reading comprehension, and the implementation of scaffolding activities in reading lessons It highlights the effectiveness of scaffolding in enhancing student learning within EFL contexts However, there is a notable gap in research concerning high school students' perceptions of scaffolding activities employed by English teachers in EFL reading comprehension lessons To address this gap, the present study seeks to gather insights on high school students' views regarding their teachers' use of scaffolding in the Mekong Delta The anticipated findings aim to enrich the current understanding of scaffolding and offer practical implications for EFL educators.

RESEARCH METHODOGY

Research aim and research question

This research is conducted to explore how Vietnamese high school students perceive their teachers’ implementation of scaffolding activities in EFL reading comprehension lessons.

This study investigates the perceptions of Vietnamese high school students regarding their teachers' use of scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons.

1.What scaffolding activities are perceived to be used most often and least often?

2.How do the students perceive the usefulness of their teachers’ scaffolding activities?

Research design

A mixed-methods research design, as defined by Creswell and Clark (2007), integrates both qualitative and quantitative methods to effectively address research questions This study focused on how Vietnamese high school students view their teachers' use of scaffolding activities in EFL reading comprehension lessons, making a mixed-methods approach ideal for a thorough understanding of student perceptions By combining qualitative and quantitative methodologies, this integrative approach offers a more complete insight into research issues than relying on a single method (Fraenkel, Wallen & Hyun, 2012) Additionally, Miles and Huberman emphasize the importance of this comprehensive methodology in educational research.

Combining quantitative and qualitative data enhances the reliability and significance of research findings By utilizing both questionnaires and interviews, researchers can gain a comprehensive understanding of the frequency and effectiveness of scaffolding activities in reading comprehension lessons.

According to Brown and Coombe (2015), questionnaires provide a cost-effective and efficient means of collecting extensive data from a large population Malhotra et al (2006) highlight that consistent and coherent data analysis is achievable through questionnaires In this study, quantitative data was gathered using questionnaires to evaluate students' perceptions of teachers' scaffolding activities during pre-reading, while-reading, and post-reading stages The Likert Scale was chosen for its simplicity, flexibility, and reliability (Dornyei, 2003).

35 argued that the Likert Scale is a series of statements used to measure the extent to a particular target.

Semi-structured interviews offer a unique combination of depth and flexibility, allowing for both specific answers and insights into the reasoning behind those responses (Rahmah, 2022) By incorporating both closed and open-ended questions, these interviews explore particular topics more thoroughly As noted by Fraenkel et al (2012), they encourage a range of inquiries that enrich understanding beyond mere factual responses Consequently, qualitative data from semi-structured interviews was selected to gain comprehensive insights into teachers' implementation of scaffolding activities throughout various stages of reading.

The researcher clearly articulated the study's aim, providing only essential information to ensure participants understood the purpose, benefits, and risks involved, leading to responses that aligned with the research objectives Informed consent was obtained after delivering comprehensive details about the study, allowing participants to voluntarily agree without any pressure or negative repercussions Participants retained the right to withdraw at any time, and their personal information and responses were kept confidential to protect their privacy and rights A pseudonym or coding system was employed for data analysis and reporting, ensuring that no individual responses could be identified.

Participants

Participants from various high schools in the Mekong Delta were chosen to capture a wide array of experiences and viewpoints on the frequency and effectiveness of scaffolding activities in EFL reading comprehension lessons This diversity offered crucial insights into the efficacy of existing teaching methods and curricula Furthermore, differences in teaching practices and curricular approaches among schools in the Mekong Delta shed light on the regional education system and its influence on students' language learning experiences.

High school EFL students from the Mekong Delta were surveyed using a simple random sampling method, facilitated by random number generators, to ensure a representative sample This approach offers each student an equal opportunity for selection, allowing for the generalization of the survey findings to a broader population of students in the region (Fraenkel et al., 2012).

High school EFL students exhibit varying levels of proficiency and experience in reading comprehension, which educators address through scaffolding activities These strategies effectively support students' understanding and enable them to engage with questions related to the use of scaffolding in EFL reading comprehension lessons.

A total of 910 high school students enrolled in an English as a Foreign Language (EFL) program in the Mekong Delta participated in the study The research utilized two data collection methods, with the first being an online survey completed by the students.

The study engaged a total of 910 participants, with 203 responding to an online survey and 707 to a paper questionnaire The online survey included 65 participants from Can Tho, 83 from Ben Tre, 30 from An Giang, and 25 from Ca Mau In contrast, the paper questionnaire attracted a larger response, comprising 238 participants from Can Tho, 226 from Hau Giang, 118 from Soc Trang, and 125 from Vinh Long Overall, the paper questionnaire proved to be significantly more effective in gathering responses than the online survey.

The study involved 910 participants, comprising 383 males and 527 females, with students from grades 10 (328), 11 (265), and 12 (317) Participants were aged 16 to 18 years, reflecting the typical upper secondary age group in the region, which is vital for language learning and development Specifically, there were 339 participants aged 16, 287 aged 17, and 284 aged 18 A summary of the demographic characteristics is presented in Table 3.1.

Table 3 1 Summary of demographic characteristics of participants for the questionnaire (N0)

Can Tho 303 Hau Giang 226 Soc Trang 118 Vinh Long 125 Ben Tre 83 An Giang 30 Ca Mau 25

Employing purposive sampling, the qualitative researcher selected a small sample size in order to facilitate the collection of a more detailed and in-depth understanding of the

In a study involving 37 participants, six high school students from the Mekong Delta were interviewed after responding to a questionnaire These students participated in reading comprehension activities led by teachers who utilized scaffolding techniques to enhance their learning experience.

Practical limitations, such as students' schedules and willingness to participate, influenced the selection of interview participants, resulting in six students chosen based on specific criteria The group comprised two males and two females from each of the grades 10, 11, and 12, aged sixteen to eighteen, representing diverse high schools across various regions This diversity ensured a range of demographics, experiences, and English language proficiency levels, which facilitated a comprehensive exploration of the frequency and effectiveness of scaffolding activities in EFL reading comprehension lessons Although additional interviews could yield minimal new insights due to data saturation, the voluntary participation of these high school students in both questionnaires and interviews provided valuable perspectives on scaffolding activities in their learning experiences A summary of the demographic characteristics of the interview participants is detailed in Table 3.2.

Student1 2 3 4 5 6GenderFemale Male Female Male Female MaleGrade10 10

11 11 12 12Age16 16 17 17 18 18HometownCan Tho Hau Giang Ben Tre SocTrang Vinh Long Can Tho

Research instruments

To address the research question, a combination of questionnaires and semi-structured interviews was utilized, enabling a comprehensive analysis and deeper exploration of the research problem.

According to Dornyei (2007), questionnaires are popular research tools because they are easy to create, versatile, and can quickly collect substantial information in a user-friendly format Fraenkel et al (2012) further highlight that these instruments enable researchers to efficiently gather extensive data from numerous respondents within a short timeframe.

This method provides a quick and effective way to collect extensive information from various participants, making questionnaires an invaluable tool for obtaining diverse perspectives and insights from a large audience.

The researcher defined scaffolding activities and provided examples to ensure participants understood the concept before answering closed-ended questions This clarity led to relevant responses aligned with the research objective, minimizing misunderstandings about scaffolding Consequently, the study effectively analyzed the data, drawing meaningful conclusions that affirmed the validity and reliability of the findings.

Scaffolding activities are instructional strategies that offer essential support and guidance from teachers to students in the classroom These techniques aim to enhance students' understanding by building on their existing knowledge and skills, while progressively decreasing assistance as their proficiency increases.

Examples: Scaffolding activities in a reading comprehension lesson include using audio visual materials, asking leading questions, providing clues, using both Vietnamese and English, teaching specialized vocabulary, and structure, etc,

The questionnaire consisted of three sections (see Appendix 1):

Section onedescribed the participant’s personal information including gender, grade, age, and hometown.

In section two, the study investigated the frequency of scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons through 28 items The survey utilized a five-point Likert scale to assess the frequency of these activities, with responses ranging from Never (1) to Rarely.

(2), Sometimes (3), Usually (4), and Always (5) This section encompassed three clusters:

•Cluster One included nine items that investigated the frequency of scaffolding activities in the pre-reading stage Items 1-4 were adapted from Gashaw (2018) while items 5-9 were adapted from Yawiloeng (2022).

Cluster Two examined the prevalence of scaffolding activities during the while-reading stage, comprising eleven items Specifically, items 10 and 11 were adapted from Gashaw (2018), items 12 to 17 were drawn from Yawiloeng (2022), and items 18 to 20 were based on the work of Tran and Ha (2022).

•Cluster Three with eight items examined the frequency of scaffolding activities in the post-reading stage Items 21-22 were adapted from Gashaw (2018) Moreover, items 23- 28 were adapted from Yawiloeng (2022).

In section three, a 20-item questionnaire was used to investigate the students’ perceived usefulness of scaffolding activities in EFL reading comprehension lessons.

The questionnaire was designed using the Likert scale, which includes five points ranging from Strongly Disagree (1) to Strongly Agree (5) It was divided into three clusters:

Cluster One examined the effectiveness of scaffolding activities during the pre-reading phase, utilizing five items adapted from diverse sources These included item 29 from Gashaw (2018), item 30 from Tran and Ha (2022), and items 31-33 from Tran and Nguyen (2021).

Cluster Two focused on evaluating the effectiveness of scaffolding activities during the while-reading phase This cluster included nine items, with items 34-36 adapted from Gashaw (2018) and items 37-40 from Tran and Nguyen (2021) Additionally, two new questions were incorporated into the questionnaire, specifically items 42 and 43.

Cluster Three comprises six items that emphasize the effectiveness of scaffolding activities during the post-reading phase Items 43 and 44 were adapted from Gashaw (2018), while items 45 to 47 were derived from Tran and Nguyen (2021) Additionally, the questionnaire includes one extra item, item 48.

Table 3 3 Summary of designing the questionnaire

Frequency of scaffolding activities in EFL reading comprehension lessons

Usefulness of scaffolding activities in EFL reading comprehension lessons

Gashaw (2018) Tran and Ha (2022) Tran and Nguyen (2021)

Gashaw (2018) Tran and Nguyen (2021) New items

Gashaw (2018) Tran and Nguyen (2021) A new item

To ensure the reliability of the questionnaire, a pilot test was conducted prior to its administration (Van Teijlingen & Hundley, 2002) The English version was reviewed by the researcher's supervisor for feedback before being translated into Vietnamese The supervisor also assessed the Vietnamese version to reduce misinterpretation and improve reliability and validity Based on this feedback, an additional item was included in the questionnaire Furthermore, high school students reviewed the Vietnamese version to confirm that the questions were easily understandable for respondents.

40 provide feedback and ask questions about any items they found difficult to understand.

The pilot questionnaire was administered to seven EFL high school students from the Mekong Delta, ensuring clarity in the feedback received for most questions Participants completed the questionnaire via Google Form, and the collected data was analyzed using SPSS version 20.0 to evaluate its validity.

The 48-item questionnaire was used to collect data on participants’ perceptions toward the implementation of scaffolding activities in the pre-reading, while-reading, and post-reading stages by English teachers The pilot questionnaire divided into two sections including the frequency and usefulness of scaffolding activities in EFL reading comprehension lessons A scale test was used to check The internal consistency of 48 items in the questionnaire The result indicated that the questionnaire was reliable (α 95) (see Appendix 7).

Dornyei (2003) highlights the importance of refining research tools, noting that revisions were made to the pilot version of the questionnaire after several drafts Similarly, Hassan et al (2006) stress that the pilot stage is crucial in research, as it uncovers potential issues and shortcomings in research instruments and protocols Consequently, the data collected from the questionnaires were evaluated for reliability.

3.4.2.1 Rationale for using semi-structured interviews

Semi-structured interviews are a flexible qualitative research method that allows for adaptable question ordering and the inclusion of supplementary inquiries, enhancing the depth of the investigation (Creswell, 2007) This approach is particularly effective at the conclusion of a study, as it helps shape responses based on the researcher's insights (Fraenkel et al., 2012) These interviews provide valuable details about the effectiveness of scaffolding activities at various stages, offering a deeper understanding of students' perceptions regarding the scaffolding techniques employed by teachers during reading classes and enriching their overall learning experiences.

Data collection procedures

Distributing questionnaires is essential for gathering quantitative data on participants' views regarding teacher support and learning outcomes To facilitate comprehension, the questionnaires were provided in Vietnamese To engage a broad and diverse range of high school students, the research utilized two distinct methods for administering the questionnaire, yielding valuable and reliable insights.

An online questionnaire was developed using Google Forms to engage a broad audience of high school students in the Mekong Delta, accommodating their varied locations and schedules for easy participation The survey was quickly distributed and shared via WhatsApp across different provinces and cities, enabling seamless access for respondents Participants submitted their answers effortlessly, leading to prompt feedback for the researcher Utilizing this free software facilitated efficient data collection.

A total of 203 high school students participated in an online survey, contributing to a diverse sample from the Mekong Delta The researcher obtained permission from school principals to distribute paper questionnaires at various high schools, randomly selecting participants from one class per grade level To ensure understanding and voluntary participation, the purpose of the study and confidentiality of responses were clearly explained The researcher visited classrooms during designated times, allowing students ample opportunity to complete the questionnaires without disrupting their classes, which helped alleviate stress In total, responses were collected from 400 participants, while 307 students were given a week to complete their questionnaires, with the researcher returning to collect them afterward.

Following the analysis of survey data, the researcher conducted online interviews, as suggested by O'Connor et al (2008), to enhance reflective responses and minimize interviewer bias These telephone interviews provided flexibility in scheduling and location, prioritizing participants' comfort and confidence in sharing their thoughts However, distractions from uncontrolled environments, such as background noise, could disrupt the interview process Additionally, the quality of audio recordings may complicate transcription, and the absence of nonverbal cues like facial expressions and body language could hinder the accurate interpretation of interviewee responses.

Haukas and Tishakov (2024) highlight the benefits of sharing interview questions in advance, which enhances both participant preparation and research quality By providing questions beforehand, interviewees were able to offer detailed and confident responses in a supportive atmosphere fostered by the interviewer This friendly environment encouraged open and honest sharing, resulting in participants feeling happy and enthusiastic during the interviews Each semi-structured interview, conducted in Vietnamese to ensure clear communication and minimize misunderstandings, lasted approximately 20 minutes, allowing for concise yet meaningful exchanges With the consent of participants, their responses were recorded and noted for accuracy.

A total of 43 interviews were transcribed from Vietnamese to facilitate data analysis, with transcripts sent to interviewees for accuracy verification and the addition of any missing information Once finalized, the transcripts were translated into English for further examination Both Vietnamese and English versions were submitted to the supervisor to ensure alignment with the research objectives regarding students' perspectives on the usefulness of scaffolding activities in EFL reading comprehension lessons This meticulous process enhanced data collection, allowing for a thorough analysis of the interviewees' insights and experiences.

Data analysis method

The research utilized SPSS version 22.0 to analyze quantitative data, focusing on high school students' perceptions of teachers' use of scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons The analysis of the questionnaire data followed a structured approach to ensure accurate interpretation of the findings.

A Scale Test was performed to evaluate the frequency and usefulness of scaffolding activities in EFL reading comprehension lessons This assessment included clusters for pre-reading, while reading, and post-reading stages to ensure reliable and accurate measurements The analysis validated the credibility and consistency of the questionnaire by employing Cronbach's alpha to assess content validity, construct validity, and internal consistency.

After evaluating internal consistency, a Descriptive Statistics Test offered a comprehensive overview of the data This analysis calculated the mean score, maximum, minimum, and standard deviation for both the frequency and usefulness of scaffolding activities in EFL reading comprehension lessons Additionally, the Descriptive Statistics Test was employed to assess the mean score for each cluster within the questionnaire.

Table 3 4 Key to understanding the averages (Oxford, 2002)

Very high 4.21 to 5.00 High 3.41 to 4.20 Average 2.61 to 3.40 Low 1.81 to 2.60 Very low 1.00 to 1.80

Thematic analysis is a method used to examine and analyze data (Boyatzis, 1998).

The purpose of this analysis is to identify patterns or themes within data collected by

The research conducted by Braun & Clarke (2006) aimed to analyze high school students' perceptions of scaffolding activities employed by teachers in EFL reading comprehension lessons To gather insights, the researcher transcribed and translated student interviews from Vietnamese to English, ensuring a thorough understanding of the data through multiple readings Key themes emerged from the analysis, which were validated by the researcher's supervisor to confirm their accuracy and consistency The researcher further refined these themes for clarity and conciseness, incorporating relevant quotes from the interview transcripts to support the findings effectively.

The study collected responses from participants across various regions of the Mekong Delta, focusing on the frequency and effectiveness of scaffolding activities in EFL reading comprehension lessons The interviewees, who represented different grade levels, language proficiencies, and prior experiences, provided valuable insights into high school students' perceptions of their teachers' scaffolding methods By analyzing the responses, the researcher identified both commonalities and differences in student opinions, aligning key themes with evidence from the interview transcripts This approach ensured that the report presented accurate and clear data regarding students' thoughts on the scaffolding activities implemented in their lessons.

Summary

This chapter outlines the research methodology utilized in the study, starting with the research aim and question, and detailing the research design It provides insights into the participant questionnaire and interviews, along with the rationale behind selecting these instruments, their design, and pilot testing The chapter also describes the data collection procedures for administering the questionnaire and conducting interviews, culminating in an explanation of the data analysis method used to interpret the collected data.

FINDINGS AND DISCUSSIONS

Students’ reported frequency of scaffolding activities in EFL reading

A study utilized a 28-item questionnaire to evaluate EFL high school students' perceptions of their teachers' use of scaffolding activities in reading comprehension lessons A total of 910 students responded on a five-point Likert scale, ranging from Never (1) to Always (5) To ensure the reliability of the questionnaire, the Scale Test was applied, yielding a high reliability score of α=.95 for the 28 items in the second section.

A Descriptive Statistics Test was conducted to analyze the frequency of scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons The findings are summarized in Table 4.1, which details the reported frequency of these scaffolding activities within the lessons.

According to the data presented in Table 4.1, surveyed students reported a high frequency of scaffolding activities in English as a Foreign Language (EFL) reading comprehension lessons, with a mean score of 3.91 and a standard deviation of 0.62, based on the Oxford framework (2002) This indicates that students perceived their teachers as frequently employing scaffolding techniques during these lessons.

A recent survey of students revealed varying frequencies of scaffolding activities utilized by teachers across the three stages of reading Notably, teachers implemented scaffolding most often during the post-reading stage, with a mean score of 3.94 (SD = 70) The while-reading stage followed closely, with a mean score of 3.91 (SD = 68), while the pre-reading stage had the least frequent use of scaffolding activities, scoring 3.88 (SD = 65).

Most students interviewed reported that their teachers consistently provided scaffolding to enhance their reading skills One student highlighted the significant support received, while another appreciated the teacher's enthusiasm in offering guidance whenever necessary for various tasks.

“My teacher has scaffolded me a lot.”

“Yes Teacher always provides enthusiastic scaffolding for a wide range of reading comprehension exercises.”

One interview participant noted the rarity of teacher scaffolding in reading comprehension lessons, highlighting its importance for student understanding Without consistent scaffolding, grasping lesson content becomes challenging, particularly for students with above-average academic performance, who rely on this support to achieve success in their studies.

“Yes, I do, but not regularly For a student with "above average" academic performance, it is difficult to comprehend the entire lesson with such infrequent teacher scaffolding.”

In summary, students experience varying levels of scaffolding, with most reporting consistent support from teachers, although one student expressed a need for more frequent assistance The regular implementation of scaffolding by educators can significantly benefit all learners, particularly those with above-average academic abilities Therefore, scaffolding serves as an essential strategy in the classroom, effectively enhancing reading comprehension among students.

4.1.1 Students’ reported frequency of scaffolding activities in the pre-reading stage

The reliability of nine items in Cluster 2.1 was checked using the Scale Test with the Cronbach alpha of 0.85, ensuring the reliability of the items in this cluster A

A Descriptive Statistics Test was conducted to analyze the frequency of scaffolding activities reported by students during the pre-reading stage, with the findings summarized in Table 4.2.

My teacher introduces new concepts and essential vocabulary linked to the reading material, ensuring that I understand unknown words through sample sentences Additionally, they establish a clear purpose for reading, such as answering pre-questions, and encourage me to predict the information that will be included in the text This approach effectively activates my prior knowledge, enhancing my overall comprehension of the material.

English vocabulary using various teaching strategies (e.g., semantic mapping).

6.My teacher explains vocabulary and text using both

7.My teacher uses various strategies to help me predict vocabulary meanings and concepts from the text (e.g., context clues).

8.My teacher uses various materials (e.g., visual texts, photos, videos, films, ) to motivate me to engage in reading activities.

9.My teacher guides me to use reading strategies such as

910 3.78 97 910 3.66 1.07 skimming and scanning the text 910 3.62 1.10Overall Mean 910 3.88 65

The analysis of mean scores reveals that scaffolding activities during the pre-reading stage are highly prevalent (M=3.88, SD=.65) Students identified the most common activities as teachers explaining vocabulary and text in both Vietnamese and English (M=4.29, SD=.81) and presenting new concepts and key vocabulary related to the reading material (M=4.24, SD=.83) Additionally, teachers frequently employed strategies such as providing meanings of unknown words through sample sentences (M=4.01, SD=.90) and establishing reading purposes (M=4.01, SD=.88) Conversely, the least frequent strategy was activating students' prior knowledge of English vocabulary, such as semantic mapping (M=3.44, SD=1.12) Furthermore, students reported minimal scaffolding in the application of reading strategies like skimming and scanning (M=3.62, SD=1.10).

In the pre-reading stage, teachers primarily focused on vocabulary scaffolding, with a notable emphasis on explaining vocabulary and text in both Vietnamese and English However, they infrequently employed strategies to activate students' prior knowledge of English vocabulary, likely due to a reliance on traditional teaching methods that prioritize direct instruction This approach may impede the use of effective strategies such as concept mapping, brainstorming, or visual aids, which can enhance students' comprehension and language acquisition Implementing these strategies may pose challenges for teachers, particularly given limited time and resources.

4.1.2 Students’ reported frequency of scaffolding activities in the while-reading stage

The Scale Test was conducted to assess the reliability of eleven items in Cluster

2.2 The obtained results demonstrated that the questionnaire within this cluster is reliable (α=.90).

A Descriptive Statistics Test was run on frequency of scaffolding activities in the while-reading stage (Table 4.3).

48 Table 4 3 The reported frequency of scaffolding activities in the while-reading stage

My teacher plays a crucial role in enhancing my reading skills by encouraging me to focus on the text structure and to decipher unfamiliar words and concepts She enriches my comprehension through the use of visual aids, such as images and pictures, and promotes collaborative reading with my peers Additionally, she simplifies complex texts by posing straightforward questions, guiding me in formulating clear and concise answers.

My teacher employs a variety of strategies to enhance my reading comprehension, including asking targeted questions and encouraging me to assess my understanding of the material They provide reading tasks that align with my skill level and use leading questions to guide me through assignments Additionally, my teacher offers helpful clues to assist me in finding the correct answers Overall, these methods contribute to a positive learning experience, reflected in a mean score of 3.91.

The study indicated that students experienced a high frequency of scaffolding activities during the while-reading stage, with a mean score of 3.91 Among these activities, the most common was encouraging students to determine the meanings of unfamiliar words, which scored a mean of 4.13 Additionally, teachers frequently provided clues for finding correct answers (M=4.06), promoted peer reading (M=4.05), and emphasized text structure (M=4.04) Conversely, the use of visual texts and images to support reading comprehension was reported less frequently (M=3.61), and teachers rarely employed a series of questions to enhance comprehension (M=3.74).

4.1.3 Students’ reported frequency of scaffolding activities in the post-reading stageAn eight-item questionnaire in cluster 2.3 was checked for reliability The findings indicated that this cluster was reliable (α=.87).

A Descriptive Statistics Test was performed to investigate the students’ reported frequency of scaffolding activities in the post-reading stage The results are indicated in the Table 4.4

Table 4 4 The reported frequency of scaffolding activities in the post-reading stage

21 My teacher directs me to write a summary about what

My teacher actively encourages me to engage with the text by discussing its main ideas and providing effective answer samples from more successful readers Additionally, they summarize various opinions and insights related to the text, while also addressing any unclear issues to enhance our understanding.

26.My teacher confirms my correct answers 910 4.33 81

27 My teacher corrects the grammar of my written answers.910 4.33 8228.My teacher asks more successful students to share their understanding of the texts 910 3.93 1.00Overall Mean 910 3.94 70

Students’ reported usefulness of scaffolding activities in EFL reading

4.2.1 Students’ reported usefulness of scaffolding activities used by teachers in the classroom

A study utilizing a 20-item questionnaire assessed the perceptions of 910 EFL high school students regarding the effectiveness of scaffolding activities in enhancing reading comprehension Participants provided their feedback using a 5-point Likert scale, ranging from Strongly Disagree to Strongly Agree, highlighting the significance of scaffolding in EFL lessons.

The reliability of the questionnaire's third section, which includes 20 items measured on a scale from Disagree (1) to Strongly Agree (5), was assessed using the Scale Test The findings demonstrated a high level of reliability, with a Cronbach's alpha of α = 97.

Incorporating scaffolding activities during reading lessons significantly enhanced meaningful interactions among students, teachers, and peers Survey results, which demonstrated a high reliability (α=.97), indicated that students strongly agreed on the benefits of these activities across all stages of reading, including pre-reading.

=4.07, SD=.82), while-reading (M =4.00, SD=.85), and post-reading (M =4.02, SD=.81).

Descriptive statistics were conducted to assess the effectiveness of scaffolding activities in enhancing reading comprehension in English as a Foreign Language (EFL) lessons The findings are summarized in Table 4.5, which details the perceived usefulness of these scaffolding activities in EFL reading comprehension instruction.

According to the survey results presented in Table 4.5, students rated the usefulness of scaffolding activities in EFL reading comprehension lessons highly, with a mean score of 4.02 (SD=.64), indicating their perceived benefits The data emphasize the significance of integrating scaffolding activities throughout the reading process, particularly highlighting their effectiveness at three key stages Pre-reading scaffolding activities received the highest mean score of 4.06 (SD=.68), suggesting that students found these activities particularly advantageous before engaging with the text While the while-reading stage scored slightly lower at 3.99 (SD=.68), the post-reading stage showed a mean score of 4.02 (SD=.69), reinforcing the need for varied instructional strategies These findings advocate for teachers to implement diverse scaffolding activities to enhance reading comprehension across different stages.

4.2.2.1 Usefulness of scaffolding activities in the pre-reading stage

The Scale Test was used to check the reliability of five items in cluster 3.1 The obtained results demonstrated that the questionnaire within this cluster is reliable (α=.89).

A Descriptive Statistics Test was conducted to evaluate the effectiveness of scaffolding activities during the pre-reading phase The results, detailed in Table 4.6, highlight the perceived usefulness of these scaffolding activities, showcasing the mean values for each item assessed.

29 I find that scaffolding activities help me to preview the text 910 3.97 8330.I find that scaffolding activities help me to learn more about vocabulary and grammar 910 4.15 8031.I feel more motivated when my teacher uses scaffolding activities 910 4.10 8132.I reduce anxiety and stress when my teacher uses scaffolding activities 910 4.03 8433.I find that scaffolding activities help me to interact with my teacher and peers 910 4.07 82Overall Mean 910 4.06 68

The findings indicate that high school students have a positive perception of the usefulness of scaffolding activities in the pre-reading stage, with an overall mean score of 4.06 These activities significantly enhance students' understanding of vocabulary and grammar (M=4.15) and increase their motivation to read (M=4.10) Furthermore, scaffolding activities promote greater interaction with teachers and peers (M=4.07) and contribute to reduced anxiety and stress levels among students (M=4.03).

In the pre-reading stage, the interviewed students clarified how they learned new vocabulary and sentence structures from scaffolding activities.

“…It helps me to recognize, and remember more new English vocabulary and sentence structures.”

“ know how to distinguish the structure, as well as learn a lot of new vocabulary.”

“Because it helps me remember, absorb, and learn new vocabulary.”(Student 5, line 215)

Students reported that scaffolding activities significantly enhanced their engagement with the text, with one student noting that teacher support fostered a motivating and stimulating learning environment that improved language proficiency Another student highlighted that this approach boosted their confidence in tackling reading passages.

“I find this very beneficial because teacher has helped me feel excited and willing to understand the text…”

“…gives me confidence However, I only started to feel more confident after translating more than half of the text.”

In an interview, the student acknowledged the advantages of employing a skimming strategy prior to engaging in deep reading This approach not only primes the mind for effective learning but also helps prevent confusion with excessive details, enabling quicker recognition of new vocabulary.

Skimming the text before a detailed read serves two key purposes: it acts as a warm-up and helps minimize confusion during deeper comprehension This technique enables me to quickly identify and learn new vocabulary within the passage.

(Student 6, line 244) The participants of the interview shared that pre-reading scaffolding helped them understand the material better.

“That helps me understand and grasp the main idea of the reading.”(Student 3, line 113)

“Scaffolding helps me read and understand the text more quickly.”(Student 5, line 203)

In conclusion, the majority of interviewed students expressed positive perceptions regarding the effectiveness of scaffolding activities during the pre-reading stage These activities significantly aided in reinforcing new vocabulary and sentence structures, while also boosting students' confidence and enthusiasm for reading The findings indicate that scaffolding not only enhanced vocabulary development but also increased motivation to engage with reading materials Additionally, teachers were pivotal in facilitating students' reading comprehension during this critical phase.

•Teacher's explanation of vocabulary and the text using both Vietnamese and English in the pre-reading stage

The student shared that having explanations in both languages was of benefit to understanding the text and making translations easier.

“Because it helps students who have difficulty understanding the text, and it also helps me know how to translate the text accurately.”

The student in the interview mentioned the power of bilingualism This student expressed confidence in their ability in order to understand and apply the reading content

53 in both Vietnamese and English This facility with both languages could be effective in speaking and writing tasks.

I have a strong grasp of the content and meanings in both Vietnamese and English, which enables me to apply these skills effectively in speaking and writing tasks for exams.

A student noted that the teacher's use of Vietnamese significantly aided in pinpointing essential elements of the reading, leading to improved comprehension and more accurate responses to the text's questions.

“Because I can easily focus on the main points of the text and avoid getting distracted by unimportant details I build the clearest and most specific pathway in learning reading comprehension.”

Some students believe that providing vocabulary and text explanations in both Vietnamese and English may not be an effective scaffolding strategy This approach could impede their ability to recognize their own learning gaps and develop a solid foundation in English.

“If teacher does that, some students may fall into a passive position They will not recognize their own shortcomings in order to rebuild their own knowledge foundation.”

Discussions

4.3.1 Frequency of scaffolding activities in EFL reading comprehension lessons

Sociocultural theory emphasizes the importance of social interaction and cultural context in cognitive development and learning In the context of English as a Foreign Language (EFL) reading comprehension, students enhance their understanding through collaborative activities and social engagement while interpreting texts Consequently, teachers can facilitate this process by scaffolding students' interactions with the text, enabling them to collectively construct their understanding.

High school students reported that their teachers frequently employed scaffolding activities during reading comprehension lessons, with an overall mean score of 3.91 (SD=.62) Specifically, scaffolding was most prevalent in the post-reading phase (M=3.94, SD=.70), followed by the while-reading stage (M=3.91, SD=.68), while the pre-reading stage had the lowest frequency (M=3.88, SD=.65) These findings contrast with Gashaw's (2018) research, which indicated that 65% of English teachers did not utilize scaffolding techniques during reading instruction, and 35% exhibited inconsistency in their application across reading stages The discrepancies in scaffolding frequency may stem from the current study's emphasis on student perceptions, in contrast to Gashaw's observational approach, as well as the differing contexts of the two studies.

The study's questionnaire revealed the most and least utilized scaffolding activities by teachers during pre-reading, while reading, and post-reading stages Insights from student reports highlighted these classroom practices, demonstrating that with adequate support and guidance, teachers can significantly enhance student success and help them achieve their full potential.

During the pre-reading stage, teachers frequently utilized both Vietnamese and English to explain vocabulary and text, enabling students to understand concepts in their native language before tackling the English version This approach aligns with Gibbons' recommendations, emphasizing the importance of bilingual support in enhancing comprehension.

In 2002, it was emphasized that teachers should clarify difficult words and offer translations to enhance students' understanding of the text Additionally, introducing new concepts and key vocabulary related to the reading material was identified as the second most common scaffolding technique used by educators.

Implementing pre-reading activities enhances students' ability to recognize and understand key concepts and vocabulary, resulting in improved comprehension of the text This aligns with existing research in the field.

CONCLUSIONS