Representation of Scaffolding in Different Modes of Self-Evaluation of Teacher Talk Framework for Iranian Novice and Experienced EFL Teachers

Scaffolding as an interacture of self-evaluation of teacher talk framework is represented in materials, skills and systems, and classroom context mode with no characterization of its nature. The present study, using conversation analysis, was to examine representation of scaffolding in these modes for the Iranian novice and experienced language teachers. Three novice and three experienced English language teachers in a nongovernmental language institute were selected based on convenience sampling method. A 9-hour video corpus of their teaching at the intermediate level was compiled. The recordings were transcribed using conversation analysis conventions. Scaffolding interactions in different modes for novice and experienced teachers were selected based on criteria proposed by Walsh (2011). Then based on previous studies by Jefferson (1989; 1987), Radford (2010; 2014), and Radford and Bosanquet (2019), among others, the scaffolding extracts were analyzed. As a whole, both the experienced and novice teachers in the materials and skills and systems mode provided more information through models and hints. In the classroom context mode, less information was provided. The novice teachers used more overlapping and latching turns and were less contingent while the experienced teachers provided more interaction space and reacted more contingently. Practical applications for teachers and educators are emphasized.