Effects of Peer-scaffolding on EFL Students in Completing a Collaborative Oral Task

This mini research explored effects of peer-scaffolding on EFL students through a collaborative oral task. In general,there are two research questions. The first one is: What kind of peer scaffolding behaviors can be reflected from the two participants? While the other is: How do these peer scaffolding behaviors affect or help EFL students to complete the collaborative oral task? From the research, 10 scaffolding behaviors were analyzed and classified into 5 aspects. Meanwhile, effects of peer-scaffolding can be investigated from 5 aspects mentioned above. In short, all the peer-scaffolding behaviors in this study play a positive role in helping two participants to complete the task.

Application of Scaffolding Theory to Higher Vocational Students Classroom Interaction in English Teaching

Scaffolding theory is one of the mature teaching methods of constructivism model . The effective interaction between teachers and students is one characteristic of scaffold teaching. This paper aims at combining scaffolding theory with classroom interaction in teaching higher vocational students English to help students arouse interest and enhance their comprehensive ability in English learning.

Effective Teaching and Learning: Scaffolding in Reading Class

This paper explores a teaching method—scaffolding in reading class, and also studies its background theories and proposes effective plans to carry out the scaffolding method. By this cooperative teaching and learning, students can not only complete teaching activities with the help of the teacher and students themselves, but also cultivate their abilities to use English and think critically.

The “Wrong Love” Between the Zone of Proximal Development and Scaffolding:An Interview With Prof.James P.Lantolf

The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.

Lexical Chunks as Scaffolding in College English Teaching

Lexical chunks minimize the language learners'burden of memorization and play a very important role in saving language pro cessing efforts so as to improve the learners'language fluency,appropriacy and idiomaticity.Lexical chunks are taken as"scaffolding"in college English teaching to effectively enhance learners'language proficiency.

Undiscovered pathology of transient scaffolding remains a driver of failures in clinical trials

AIM To statistically examine the released clinical trials and meta-analyses of polymeric bioresorbable scaffolds resuming the main accomplishments in the field with a translation to the routine clinical practice. METHODS The statistical power in clinical trials such as ABSORB Japan, ABSORB China, EVERBIO II, AIDA, and few meta-analyses by the post hoc odds ratio-based sample size calculation, and the patterns of artery remodeling published in papers from ABSORB A and B trials were evaluated. RESULTS The phenomenal admiration from the first ABSORB studies in 2006-2013 was replaced by the tremendous disappointment in 2014-2017 due to reported relatively higher rates of target lesion failure(a mean prevalence of 9.16%) and device thrombosis(2.38%) in randomized controlled trials. Otherwise, bioresorbable vascular scaffold(BVS) performs as well as the metallic drugeluting stent(DES) with a trend toward some benefits for cardiac mortality [risk ratio(RR), 0.58-0.94, P > 0.05]. The underpowered design was confirmed for some studies such as ABSORB Japan, ABSORB China, EVERBIO Ⅱ, AIDA trials, and meta-analyses of Polimeni, Collet, and Mahmoud with some unintentional bias(judged by the asymmetrical Funnel plot). Scaffold thrombosis rates with Absorb BRS were comparable with DES performed with a so-called strategy of the BVS implantation with optimized pre-dilation(P), sizing(S) and post-dilation(P)(PSP) implantation(RR, PSP vs no PSP 0.37) achieving 0.35 per 100 patient-years, which is comparable to the RR 0.49 with bare-metal stents and the RR 1.06 with everolimus DES. Both ABSORB Ⅱ and ABSORB Ⅲ trials were powered enough for a five-year follow-up, but the results were not entirely conclusive due to the mostly non-significant fashion of data. The powered metaanalyses were built mostly on statistically poor findings. CONCLUSION The misunderstanding of the pathology of transient scaffolding drives the failures of the clinical trials. More bench studies of the vascular response are required. Several next-generation BVS including multifunctional electronic scaffold grant cardiology with a huge promise to make BVS technology great again.

How to Promote Learner-Learner Scaffolding in ESL Classroom

The current study attempts to investigate learner-learner scaffolding in ESL classroom.Analyzing how learners providing scaffolding with each other,and presenting methods how to promote learner-learner scaffolding.In this paper,discourse analysis methodology utilized to carry out the research.In the study,the data collected from the transcripts of audio and video- recorded interaction during lessons in ESL classrooms at advanced level.The finding indicated that effective scaffolding among learners can promote their metacognition.It is hoped that the present study can serve to raise teachers' awareness of the importance of learner-learner scaffolding in English language teaching and learning.

Discussion on Scaffolding Teaching Mode of Traditional Chinese Medicine under the Background of Internet

This study was conducted to explore the construction of scaffolding teaching mode of Traditional Chinese Medicine under the background of"Internet+".The students of Grade 2018 majoring in traditional Chinese medicine were selected as the object,and some chapters of the textbook of traditional Chinese medicine were selected and taught by the traditional teaching mode while interspersing the scaffolding teaching mode,in order to help the implementation of the scaffolding teaching model.We adopted the methods of setting up situational scaffolding,question scaffolding and guide scaffolding to carry out relevant teaching contents.The scaffolding instruction model has a good degree of participation,and to a certain extent,it stimulates students'self-consciousness and enthusiasm,and improves their ability of analyzing and solving problems and their spirit of innovation.

Scaffolding Information of Learner’s Dictionaries for L2 Writing: A User Perspective

As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information forL2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable partof scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have longbeen ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” topeer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding informationpresented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perceptionand practical use of scaffolding information in their English writing. Results show that most EFL learners havepositive attitudes towards scaffolding information and its role in motivating effective feedback in English writing.But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge ofdictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFLlearners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writingpedagogy.

Study on the Scaffolding Teaching of Three-dimensional Animation Foundation based on Modularization

In this paper, the teaching of course Three-dimensional Animation Foundation is designed mainly based on teaching content modularization and scaffolding teaching model. The modularized content design for Three-dimensional Animation Foundation is specifically expounded, and also the ideas for developing the scaffolding teaching model are analyzed. How to integrate the scaffolding teaching model into course teaching is introduced in details. Finally, new methods for guiding students to think independently in course teaching and improve students＇ self-awareness and self-learning ability are proposed.

Application of Scaffolding Instructional Models to English Listening Comprehension

The paper tries to research Scaffolding Instructional Model in listening English teaching. There will be the theoretical research of Scaffolding Instructional Model and then the findings confirmed by the questionnaire. The subjects in the experiment is a group of 80 students randomly selected from the Grade Three at a senior high school in Yili. The questionnaire I presents that the students are on the close level of English listening. They are divided into Experimental Group and Control Group. The Scaffolding Instructional Model will be used on the Experimental Group and Control Group will take the traditional teaching method. After four weeks two groups will attend the listening post-test and questionnaire II. According to the analysis of experimental data, the Experimental Group would get better listening comprehension grades than the Control Group.

The Analysis of Scaffolding Instruction Application in Senior High School English Writing Teaching —— Based on Students of Zuoyun High School in Datong

This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.

Critical Reflection:Using Peer Scaffolding to Facilitate Students' Awareness of Collaboration

Traditional spoon-fed teaching in English classroom has exposed students to a trouble where they might lack enough collaborative experiences of language use in solving daily problems.In order to solve the problem,teachers are facing the challenge of prompting peer interaction within a scaffold.So the question of how to improve students’awareness of collaboration in English classes has become the main focus of this article.It will try to discuss about the concept of peer scaffolding while at the same time,reflect on a detailed lesson plan which uses it to raise students’awareness to cooperate in problem solving.

The effect of scaffolding instruction on learning among nursing students in China:a meta-analysis

Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of scaffolding instruction in nursing field were collected from the establishment of the databases to the publication in March 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Nineteen articles were included,with a total of 2,340 nursing students.Meta-analysis results showed that,compared with the traditional teaching method,the scaffolding instruction was significantly better in nursing students’theoretical examination scores(SMD=1.37,95%CI:1.00 to 1.75,P<0.001),operation skill scores(SMD=1.83,95%CI:1.23 to 2.42,P<0.001),communication ability(SMD=1.51,95%CI:0.70 to 2.32,P=0.0003)and teaching satisfaction(P<0.05).Conclusion:Scaffolding instruction can improve the theoretical and operational scores of nursing students,and it also has a positive impact on communication ability and teaching satisfaction.This teaching method deserves to be applied and promoted in the field of nursing education.

Application of Scaffolding in Combination with Other Teaching Strategies in Translation Lessons among Senior High School Students in China

This study measures the effectiveness of combining group discussions,pre-questionings,or both with scaffolding teaching strategies in translation lessons based on Angelelli's translation competence model.However,in practice,the feasibility of using the Angelelli’s scoring scale to measure translation competence requires further verification by other empirical studies.The results of this study are only for reference,in hope that future researchers may contribute to the improvement in this subject.

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

Based upon sociocultural theory, this study investigates the dynamics of the teacher＇s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher＇s retrospection from an interview illustrated the teacher＇s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other- regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher＇s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

Scaffolding in the Second Language Learning of Target Forms in Peer Interaction

This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms. The findings advocate the presence of the teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.

Scaffolding in Adult ESL Classrooms

Literature has shown that prior studies of educational"scaffolding"(a metaphor for"making connections betweennew situations and familiar ones"for students)focus on either teacher scaffolding for child learners or peer scaffoldingfor older learners.This paper,drawing on the findings and categories of prior researchers,conducted a research onscaffolding in adult ESL classrooms,from teachers as well as from peers.Following a qualitative approach that includes observation,audio-taping,transcription,collection of artifacts(handouts),and analysis,this paper has revealed the systematic distribution and applicability of scaffolding in adult ESL classrooms.Major findings are as follows.(1)Seven forms of teacher scaffolding(namely,modeling,offering explanations,invitingparticipation/contributions,clarifying/verifying understanding,simplifying the task.repeating/revoicing/restating,feedingback)and two forms of peer scaffolding(providing a word and providing an idea)are identified.(2)Within each form,scaffolds may occur at different levels.And one scaffolding talk may be multifunctional,serving several purposessimultaneously.(3)Very often in the data,explicit evidence of the learner’s achievement can be found,showing thepositive effect of the scaffolding talks in enhancing the student’s learning.(4)Which scaffolding form to employ dependson the interactions of such factors as the nature of the learning task,the language proficiency of the student,the culturalbackground of the student,the motivation of the student,and the availability of audio-visual or text materials,etc.Cultural misunderstandings should be avoided because they are counterforce to scaffolding and could be disastrous.

Scaffolding in Teacher-Student Interaction:A Case Study in Two Oral English Classes in China

This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.

Biomimetic natural biomaterials for tissue engineering and regenerative medicine:new biosynthesis methods,recent advances,and emerging applications

Biomimetic materials have emerged as attractive and competitive alternatives for tissue engineering(TE)and regenerative medicine.In contrast to conventional biomaterials or synthetic materials,biomimetic scaffolds based on natural biomaterial can offer cells a broad spectrum of biochemical and biophysical cues that mimic the in vivo extracellular matrix(ECM).Additionally,such materials have mechanical adaptability,micro-structure interconnectivity,and inherent bioactivity,making them ideal for the design of living implants for specific applications in TE and regenerative medicine.This paper provides an overview for recent progress of biomimetic natural biomaterials(BNBMs),including advances in their preparation,functionality,potential applications and future challenges.We highlight recent advances in the fabrication of BNBMs and outline general strategies for functionalizing and tailoring the BNBMs with various biological and physicochemical characteristics of native ECM.Moreover,we offer an overview of recent key advances in the functionalization and applications of versatile BNBMs for TE applications.Finally,we conclude by offering our perspective on open challenges and future developments in this rapidly-evolving field.