Kayi-Aydar, Hayriye : Abstract: This study investigated how ESL learners in an academic oral skills class
sought, responded to, and directed scaffolding across various classroom
interactions, and how power relations affected scaffolding. The scaffolding
episodes in three different types of classroom discourse were identified,
analysed recursively, and interpreted within the broader class context using
other data sources. The findings demonstrated that student and teacher
questions scaffolded language learning and use, and positively affected
students’ participation during teacher-led whole class interactions. However,
scaffolding did not occur or mostly failed in small group work and student-led
discussions as power struggles among students were dominant and students
were less responsive with their peers. Implications and suggestions for effective
scaffolding in ESL classrooms are discussed.
Public Speaking Anxiety When it comes to do presentation, one would imagine that all the negative things such as what if the audience wouldn't like me? what might they say about me? what if I look stupid up...
The MIT Center for Collective Intelligence brings together faculty from across MIT to conduct research on how new communications technologies are changing they way people work together. Our basic research question is: How can people and computers be connected so that—collectively—they act more intelligently than any individuals, groups, or computers have ever done before?'
Do you hate going to networking events? Do you hide at the back of the room when you have the opportunity to present your business? Are you uncomfortable approaching people you don't know? Does the thought of speaking in public fill you with dre