Abstract:
In Sri Lanka as well as in Asia, ESL classrooms are considered to be teacher-fronted where
interaction between teachers and students is limited. Classroom interaction is believed to have an
influence on L2 learners’ language proficiency development, while it is also considered that
scaffolding techniques used by ESL teachers could be helpful for ESL learners in developing their
language proficiency. The aim of this study is to identify the scaffolding techniques used by the
instructors in ESL classes at the South Eastern University of Sri Lanka. This study adopts the
mixed methods approach encompassing classroom observations, recordings of ESL lessons, and
interviews with eight instructors. The main data is based on the classroom discourse delivered by
four ESL instructors to around 200 students from three proficiency levels. The classroom discourse
of selected four ESL classes conducted by four instructors was recorded and transcribed verbatim.
The results revealed that the instructors employed several scaffolding techniques during their ESL
classes. However, the pattern of interaction that takes place is the traditional IRF (InitiationResponse-Feedback) that the exchanges are mere question and answer sequences. The findings of
this study also reaffirm that in Sri Lankan ESL classrooms, the instructors are inclined to use
display questions more prevalently that, in a way, seems to suppress the development of classroom
interaction from taking place at a deeper level. This study also recommends some practical means
of developing interaction through scaffolding techniques. Hence, further studies are needed to
identify the scaffolding techniques in a broader context within Sri Lankan ESL classrooms and
develop an intervention to train the ESL instructors to effectively use the scaffolding techniques
in ESL classes.
