Teachers’ Scaffolding of Introverted Students: The Case of First Year Teachers of Workshops of English at Mouloud Mammeri University of Tizi-Ouzou

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Date

2021

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Publisher

Université Mouloud Mammeri Tizi Ouzou

Abstract

This study was mainly concerned with EFL teachers’ scaffolding of introverted students which consists in assisting the students and supporting their learning (Khan, 2021). It was also concerned with the teachers’ feedback on the introverted students’ behavior in the classroom. First, it attempted to identify the major signs that characterize and define the introverted students according to the teachers’ points of view. Second, it tried to investigate the causes of introversion among students according to the teachers’ opinions. Third, it analyzed how teachers help them and what techniques they use to support them. Our study adopted Susan Cain “Temperament Isolation” theory in which she provides introverted students and teachers with a set of strategies in order to work in a harmonious climate. The study took place in the English department at Mouloud Mammeri University in Tizi-Ouzou. The target population of the research was first year teachers of workshops. . To analyze the data collected, we used a mixed-methods approach combining both qualitative and quantitative methods. The data gathered from the open-ended questions of the questionnaire and the classroom observation were analyzed using the qualitative content analysis, by describing and interpreting the teachers’ answers, while the close-ended questions of the questionnaire were analyzed using the quantitative analysis). For collecting data, (25) questionnaires were distributed to first year teachers of TDs and (10) classroom observations were conducted. The results of this study revealed that introverted students were defined as being shy and reserved. They also revealed that introversion among students was caused by many factors such as the environment where they live, the influence of their family, an excessive shyness and the fear of embarrassment. Finally, they revealed that teachers used many techniques in order to make the introverted students feel comfortable and participate more often in the classroom, such as rewarding them for every little achievement or avoiding embarrassing them in front of their classmates.

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30cm ; 56p.

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Foreign language Didactics