https://orcid.org/0000-0001-6993-2832
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ABSTRACT
The sudden global shift to online teaching during the COVID-19 pandemic required teachers to place more emphasis on strategies that increased student engagement and supported their online learning. Emotional scaffolding is one such strategy that assisted learners by creating positive emotional experiences and representations during the learning process. Applying the lens of (Meyer, D. K., and J. C. Turner. Citation2007. “Scaffolding Emotions in Classrooms.” In Emotion in Education, edited by P. A. Schutz, and R. Pekrun, 243–258. Elsevier Academic Press) pedagogical goals for emotional scaffolding, this strategy was used in synchronous English language courses taught online at a Palestinian university. The aim was to mitigate pandemic and contextual stresses and overcome challenges associated with online learning by stimulating interactions that developed language skills. To understand students’ perceptions of how emotional scaffolding impacted their learning, data from 97 students enrolled in various English language courses were gathered over the fall, spring, and summer semesters of the academic year 2020/2021. The data included two case studies, field note observations, and an anonymized online questionnaire. Results indicated that students had positive attitudes towards the use of emotional scaffolding strategies to support their online learning. Recommendations for implementation are provided.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Tina Jaber Rafidi
Dr. Tina Jaber Rafidi, PhD in Curriculum and EFL Instruction from Ain Shams University, Egypt. Currently, Dr. Rafidi is the Assistant to the Dean of Arts, Birzeit University, Palestine. A Former Director of the Palestine and Arabic Studies Program (PAS program), Birzeit University, 2016/2018. She works as an English Language assistant professor at the Faculty of Arts, Department of Languages and Translation at Birzeit University, Palestine. She is a specialized consultant in English language teaching, professional and teacher training, and curriculum development. Her academic background includes holding a BA in English language and literature with a minor in Translation. Her first MA is in Gender, Law, and Development, and her second MA is in Education and TEFL with a distinction. Dr. Rafidi also received her Licensed Teacher Trainer in PCELT from the School of International Training (SIT) and AMIDEAST. Previously, Dr. Rafidi worked as a training coordinator for the English Language and Professional training unit at the AMIDEAST office. She is especially interested in current education reforms and teacher training for public and private schools in the region.
Beverly Wagner
Dr. Beverly Wagner is an Assistant Professor and Program Director of the Bachelor of Social Work program at University of Maine at Presque Isle. Previously, Dr. Wagner served as the program coordinator of a BSW program in the United Arab Emirates. She has research interests and publications in Social Work Pedagogy, Linguistic Diversity, and International Social Work Education and Practice.