A Case Study of Exploring Scaffolding Instruction on Reading Comprehension of English as a Foreign Language Learners

Abstract

English texts dominate university study in China, yet many English as a Foreign Language (EFL) learners still read only at a literal level, leaving national policy targets for higher-order comprehension unmet. This study addressed that gap by examining how lecturers apply scaffolding to raise students’ reading performance. The research answered: How do EFL teachers introduce and use scaffolding instruction to improve learners’ reading comprehension? A case study was adopted. Two lecturers from one Chinese university were selected through purposive sampling because they taught first-year reading and had at least five years’ experience. Data were collected over eight weeks through three instruments: a classroom-observation checklist, semi-structured interviews, and copies of eight lesson plans per lecturer. Both the checklist and interview guide were adapted from prior studies, validated by three experts, and piloted with an additional lecturer. All lessons and interviews were audio-recorded, transcribed verbatim, and coded inductively; patterns were then organised by thematic analysis. Findings show that effective scaffolding followed a clear “scaffold–fade” cycle. Lecturers began each lesson with visual prompts and prediction to activate prior knowledge, moved to guided vocabulary and questioning that made text structure explicit, and finally withdrew support while students completed independent tasks, peer discussions, and self-assessment. This sequencing fostered a shift from literal to inferential and evaluative reading and noticeably increased student engagement. The study implies that teacher-education programmes should treat pre-reading scaffolds and gradual support withdrawal as core skills, and that curriculum designers can embed tools such as graphic organisers and reflection prompts to help lecturers manage scaffolding in large classes. Limitations include the small, single-site sample and the absence of standardised comprehension tests. Future work should combine qualitative tracking with pre- and post-testing across multiple institutions and explore technology-mediated scaffolds to determine whether the observed principles transfer to blended or online learning environments.