Scaffolding is considered as a kind of support assisting students in completing language learning tasks. Research into mind-mapping, a type of graphic organizer, has indicated its role as a scaffolding strategy in teaching English. This paper reports a descriptive study examining teachers’ beliefs and practices of using mind-mapping to scaffold students’ paragraph writing at pre-writing stage. The data discussed in this paper include questionnaires and observations with eighty-four teachers of English as a foreign language. The findings of the research reveal teachers’ positive beliefs about mindmapping and their practices of mind-mapping to scaffold students’ paragraph writing. Pedagogical implications for teachers and students are presented. Keywords: teachers’ beliefs, scaffolding, paragraph writing, mind-mapping
Tạp chí khoa học Trường Đại học Cần Thơ
Khu II, Đại học Cần Thơ, Đường 3/2, Phường Ninh Kiều, Thành phố Cần Thơ, Việt Nam
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