Teacher Scaffolding and English Language Acquisition among Undergraduate Students: An Application of Vygotsky’s Sociocultural Theory

Abstract

Scaffolding, a term from Vygotsky's Sociocultural Theory and the Zone of Proximal Development (ZPD), refers to temporary support from more knowledgeable individuals that enables learners to accomplish tasks beyond their independent capabilities. This qualitative case study investigates the role of teacher scaffolding in English language acquisition among undergraduate students at the University of Skills Training and Entrepreneurial Development in Ghana. Drawing on Vygotsky's constructs of the ZPD, mediation, and the More Knowledgeable Other (MKO), the study addresses three research questions: (a) what scaffolding strategies lecturers employ to support students' English language learning, (b) how students perceive the effectiveness of these strategies, and (c) how lecturers’ support facilitates movement within students' ZPD. The data were generated through classroom observations (n=2) and semi-structured interviews with lecturers (n=5) and undergraduate students (n=60). Thematic analysis was used to analyse the data. The results revealed that lecturers predominantly employed questioning (33%), feedback (20%), prompting (12%), and contextualisation (2%) as scaffolding strategies. Students perceived these strategies as enhancing understanding, encouraging participation, building confidence, and promoting independent learning. The findings demonstrate how contingent, responsive teacher support mediates students' progression from assisted performance towards greater independence in English language use. The study contributes to sociocultural research on second language acquisition in higher education by providing empirical evidence from a Ghanaian university context. The results and recommendations have implications for pedagogical practice, curriculum design, and lecturer professional development.