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How Scaffolding Concept is Realised Through The Use of Feedback: A Sociocultural Perspective

EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL

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Title How Scaffolding Concept is Realised Through The Use of Feedback: A Sociocultural Perspective
 
Creator NA, Entusiastik
 
Description The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be concluded that each type of feedback can potentially serve as a mediation tool to scaffold students’ learning process.
 
Publisher Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri
 
Date 2019-04-13
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/451
10.32503/edulink.v1i1.451
 
Source EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL; Vol 1 No 1 (2019): Education and Linguistics Knowledge Journal (Edulink); 15-33
2686-1860
2686-1887
 
Language eng
 
Relation https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/451/372
 
Rights Copyright (c) 2019 EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL
http://creativecommons.org/licenses/by/4.0