Vol. 2 (1) Jul. 2020
Article ID. JHSSR-1026-2020
Use of Graphic Organiser and Instructional Scaffolding as a Teaching Strategy for TESL Undergraduates: An Overview of Students’ Experiences
argumentative essay, graphic organiser, instructional scaffolding, sociocultural theory, TESL undergraduates
Debates over the use of graphic organiser and instructional scaffolding as a teaching strategy are great in number, but not on students’ experiences of using them. Therefore, this study explored the significant differences in the learning experiences gained when ‘graphic organiser instructional scaffolding’ (GOIS) and ‘no graphic organiser no instructional scaffolding’ (NGNI) delivery modes were used as teaching strategies for argumentative writing in a TESL program. A semi-structured interview questionnaire was used to guide the interviews. A total of 6 students (GOIS, n=3; NGNI, n=3) were interviewed and audio-recorded. The constant comparative approach was used to analyze the interview transcripts of the GOIS and NGNI groups. The findings indicated that the students who use the GOIS delivery mode have more positive experiences compared to students in the NGNI delivery mode. Hence, the study recommends educators to use this delivery mode in future to ensure better learning experiences.