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Use of Graphic Organiser and Instructional Scaffolding as a Teaching
Strategy for TESL Undergraduates: An Overview of Students’
Experiences
Jayasri Lingaiah & Saroja Dhanapal
Abstract:
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.
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