EFL Students’ Reflections on Peer Scaffolding in Making a Collaborative Oral Presentation 生在进行协作性口头陈述时对同伴脚手架的思考.pdf

English Language Teaching; Vol. 6, No. 4; 2013 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education EFL Students’ Reflections on Peer Scaffolding in Making a Collaborative Oral Presentation Minh Hue Nguyen1 1 Faculty of English Language Teacher Education, ULIS, Vietnam National University, Vietnam Correspondence: Minh Hue Nguyen, Faculty of English Language Teacher Education, ULIS, Vietnam National University, Hanoi, Vietnam. Tel: 61-469-147-242. E-mail: nguyenmhue@ Received: January 15, 2013 Accepted: January 31, 2013 Online Published: March 10, 2013 doi:10.5539/elt.v6n4p64 URL: /10.5539/elt.v6n4p64 Abstract Informed by sociocultural theory and previous research on peer scaffolding in second language (L2) learning, which largely focuses on collaborative writing in English as a second language (ESL) contexts, this study investigates the ways in which Vietnamese English as a foreign language (EFL) students provide peer scaffolding to each otherduring a collaborative presentation task and how they benefit from this experience. Data were collected from 12 participants through reflective reports and interviews. Content analysis of data suggests six categories of peer scaffolding behaviours among the students, namely workload sharing, pooling ideas and resources, technology support, peer feedback, support in answering the audience’s questions, and affective support and the benefits that the students gained from th