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- W2415065795 abstract "The teacher`s instructional practice plays an influential role on student learning - especially in an EFL or ESL field. .According to sociocultural theory, though interaction, the teacher assesses what type of assistance students need, and provide relevant help (i.e., modeling, cueing, or questioning). This way, the teacher mediates students` learning, which they can not do alone. Modeling is one of the common instructional strategies (Sociocultural theorists call it instructional scaffolding). The purpose of this case study was to describe modeling practices of two ESL teachers at an ESL institute in the US. The research questions were: (1) What are the dominant patterns of the teachers` modeling practices? and, (2) In what ways, if any, does the teachers` modeling promote or hinder students` communicative interaction. The data collection consisted of non-participant observation (audio-recorded), field-notes, interviews and artifacts. The findings showed the contrasting modeling practices of two teachers-teacher-directed and student-oriented modeling. Teacher-directed modeling did not promote much student interaction whereas student-oriented modeling did. Behind these differences, the teachers` teaching experience, subject knowledge, and teacher belief seemed to come into play. It IS hoped that the findings of this study can help ESL/EFL classroom teachers learn strategic ways of doing modeling for effective instruction." @default.
- W2415065795 created "2016-06-24" @default.
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- W2415065795 date "2003-12-01" @default.
- W2415065795 modified "2023-09-24" @default.
- W2415065795 title "The Teachers` Modeling Practices in Two ESL Speaking Classes" @default.
- W2415065795 hasPublicationYear "2003" @default.
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