LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 25:9 September 2025
ISSN 1930-2940

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         Selvi M. Bunce, M.A., Ph.D. Candidate
         Nathan Mulder Bunce, M.A., Ph.D. Candidate
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

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The Influence of Learners Scaffolding on L2 Reading with Reference to Government College Students

Ms. V. Suganya and
Dr.S. Shanmugasundaram

Abstract

Learners scaffolding concept has been used in an effective way ever since Vygotsky introduced the term in relation to his socio-cultural theory, and the concept of learner's proximal development (ZPD- Zone of Proximal Development). It is characterized by how a learner learns with the support of teacher mediation till he/she needs a support. Over a period of time, the learner can do without the support of the teacher. There are no explicit rules in relation to the scaffolding concept. Teachers go about designing scaffolding framework depending on the proficiency level of the ESL learners. The present paper attempts to show the influence of scaffolding framework on L2 reading. It is based on an experiment conducted at the tertiary level. A specially designed reading (second language) task with a scaffolding framework has been used for a group of ESL learners. The following criteria namely overall comprehension, understanding specific context, analytical ability, vocabulary, interpreting the text, and reading speed have been used to evaluate their performance. As could be seen from the results, the experimental group of students have clearly outperformed control group of students. Further the study supports the idea of learners scaffolding within a specific task-based environment.

Keywords:ZPD, Zone of Proximal development, Scaffolding Framework, Over all Comprehension, Analytical ability, socio-cultural theory

Introduction

Over the past few decades, scaffolding has become more and more common in second language learning. The term "scaffolding" actually refers to the theoretical concept in the field of education / applied linguistics, specifically in the context of learning a second language. However, this term has come to refer to any supporting instruction in a broader sense. The term "scaffolding" is a well-known concept frequently used in language and education to refer to the direction, cooperation, and assistance that help learners to learn new things in a simple way. The notion of scaffolding derives from a particular perspective on development and learning based on the work of Lev Vygotsky (1934/1986, 1978), and makes most sense within that context.

It is often associated with the concept of the "zone of proximal development" (ZPD), which is another phrase frequently used in educational discourse but is rarely used in reality with any degree of accuracy.

Scaffolding is an important skill for educators to utilize within a classroom setting. Mercer (2013) points out that the best strategies for scaffolding are through appropriation of information, construction of information, and transformation of an individual?s reasoning or understanding.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ms. V. Suganya 1
PhD. Research Scholar (Full-Time)
Department of English,
Thanthai Periyar Government Arts an & Science College (Autonomous)
Affiliated to Bharathidasan University. Tiruchirapalli- 620 023,
Tamil Nadu.
suganyanathan92@gmail.com
&

Dr.S. Shanmugasundaram 2
Associate Professor, P.G & Research Department of English,
Thanthai Periyar Government Arts & Science College (Autonomous)
Affiliated to Bharathidasan University, Tiruchirapalli- 620 023,
Tamil Nadu.
srishanmuga75@gmail.com

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