1. The use of scaffolding
to motivate
adult learners in VUS
Phan Thi Thu Huong

2. OUTLINE
 Introduction
 Literature review
 Discussion and recommendations

3. I. Introduction
 Because the reason of motivation lacking
among adult learners in VUS (Vietnam USA
Society Language Centers
 This presentation aims to give some
information about using scaffolding
effectively and properly, which is one of
essential ways to motivate learners

4. II. Literature review
a. Definition of adult learners
- According to Oxford Advanced Learner’s
Dictionary (2005), an adult who is “fully-growth”
and “developed”.
- Roger (1996) said that adults who are fully-
developed and mature and have the intention of
studying themselves.
- Malcolm S. Knowles (1996) has made an
assumption that an adult is someone who has
achieved the concept themselves of being
responsible for their own decision in their life

5. II. Literature review
b. Characteristics of adult learners
 Ur (2012) has described adult learners as
disciplined and motivated students and have a
tendency to increase their wisdom. However,
adults seem to be “critical and demanding”, and
they can easily complain to the school about the
insufficient teaching quality or any other problems
that affect their learning.
 Bernat (2000) assumed that adult learners “they
are more strongly motivated by internal pressures
than external rewards”

6. According to Harmer (2007)
 They can absorb abstract concepts better than
younger learners and adolescents.
 They have first-hand experience which can help
them in language learning.
 They have expected outcomes of their learning
process.
 They are more disciplined than other learners.
 They have their own motivation for their study in
order to achieve their goals.

7. Knowles (1996)
 They need to know the reason why they decide to do
something before starting doing this.
 Their motivation is increasing if they can see the
advantages of language learning and the consequences of
not studying.
 They are responsible for their own decision in studying and
working.
 They have valuable experiences which can be a great
number of advantages for them in studying, working or
making decisions.
 They are willing to learn in order to achieve the goals that
they had set before.

8. c. Psychological, linguistics and other external
problems of adult learners:
 Bernat (2000) has presented some of adult learner
difficulties such as
- they seem to be anxious about losing their self-respect
- they have many concerns in their life such as family, work
and social connection, which may have an effect on their
learning.
 Burn and Richards (2012) the more demand of learning
increases the more adults lose their motivation in learning
 Burn and Richards (2012) also assumed that “L1 literacy
skills” can lead to the success in learning L2. This means
that the lacking of “L1 literacy skills” can be one of adult
learners’ struggles

9.  Kumavavadivelu (2006) has presumed two kinds of
factors – internal and external ones which may be
measured as obstacles for adults in L2 learning.
- The internal factors
a. individual (age and anxiety)
b. affective (attitude and motivation)
c. tactical (learning and communication strategies)
d. knowledgeable (language and metalanguage
knowledge)
- The external factors
a. negotiable (interaction and interpretation)
b. environmental (social and educational)

10. d. Using scaffolding in teaching adults :
 1. Definition of scaffolding
 Thornbury (2006) considered scaffolding a term which
includes literal and metaphorical meanings:
- 1st meaning: It means the short-term assistance which
is set outside the building under construction for
workers to reach and work in higher place
- 2nd meaning: teachers, parents, or other more
knowledgeable people regarded as facilitators who
assist learners to accomplish a task that is above their
present capacity

11.  According to Ovando, Collier & Combs, 2003, p345,
cited in Bradley:
- “ Scaffolding refers to providing contextual supports
for meaning through the use of simplified language,
teacher modeling, visuals and graphics, cooperative
learning and hands-on learning”
 Vygotsky (1978) and Moll (1990) emphasized that
scaffolding is certain support given to learners to reach
to the level that is higher than their own ZDP (Zone of
Proximal Development).

12. An illustrative model of scaffolding (Northern Illinois
University, 2008)

13. 2. Kinds of scaffolding in language teaching
 Fortune (2004), Echevarria, Vogt, et al (2004) have divided
into three kinds of scaffoldings
- verbal instruction which involves improving language
- procedural involving in grouping and how to conduct
activities step by step
- instructional scaffolding which is educational supporting
equipment
 Hogan and Pressley (1997) only paid attention to
instructional scaffolding
 Dickson, Chard, & Simmons (1993) expressed the term as
"scaffolded instruction which is the systematic sequencing
of prompted content, materials, tasks, and teacher and peer
support to optimize learning" cited in Larkin (2002).

14. 3. How scaffolding motivates adult learners
 Base on Northern Illinois University (2008) learners
with instructional scaffolding can achieve some of
advantages:
- They can continue their deep learning and encounter
new knowledge
- They can be motivated to be better students who know
how to self-learn.
- They are given opportunities to co-learning and co-
teaching between other students.
- They are offered a “welcoming” and “caring”
environment.

15. 3. How scaffolding motivates adult learners
 Larkin (2002) stated that instructional scaffolding
enhances student learning by providing supportive aid
as well as accelerating student independence.
 McKenzie (1999) clarified the use of scaffolding can
explain the purpose of what students do in class, lessen
the vagueness, amaze and disappointment; and gather
momentum in learners.

16. III. Discussion and recommendations
1. Background information about VUS and adult
learners in VUS
- Vietnam USA Society English Centers
- high-quality English training centers
- 15 campuses located in different districts in Ho Chi
Minh City
- About 700 qualified foreign and Vietnamese teachers
- Adult learners: 16 years old to 60 years old with
different background, leaning styles, motivation and
occupations in Tan Binh campus.

17. III. Discussion and recommendations
2. Difficulties in ESL learning among VUS adult learners
- Age and anxiety
- more passive and quieter
- older students seem to be more passive and afraid of
making mistakes because they are scared of losing
their faces
- mixed-classes with different literacy background
- students are not notified the importance of CEF with
the abbreviation meaning as Common European
Framework

18. III. Discussion and recommendations
3. Recommendations
- providing friendly and relaxed atmosphere in ESL
classrooms in which adult learners feel more relaxed
and eager to share their feeling and work better in class
- using scaffolding appropriately by providing divergent
activities which meet student needs
- educators should take of the guidelines and advantages
of the CEF (Common European Framework) into
consideration in order to pick appropriate materials for
learners to fit their level

19. References
 (2005). Oxford Advanced Learner's Dictionary. O. U. Press. New
York, Oxford University Press.
 (2008). Instructional Scaffolding to improve learning, Northern
Illinois University.
 Bernat, E. (2000) Attending To Adult Learners - Effective Domain
In ESL Classroom.
 Burns, A. and J. C. Richards (2012). The Cambridge Guide to
Pedagogy and Practice in Second Language Teaching. Cambridge,
Cambridge University Press.
 CEF (2001). Teacher's Guide to the Common European
Framework, Pearson Longman.
 Echevarria, J. J., M. Vogt, et al. (2004). Making content
comprehensible for English learners.
 Fortune, T. (2004). Scaffolding techniques in CBI classrooms.
 Harmer, J., Ed. (2007). The Practice of English Language
Teaching, Pearson Education Limited.

20. References
 (Hogan, K. and M. Pressley (1997). Scaffolding student learning: Instructional
approaches and issues. Cambridge, Cambridge University Press.
 Knowles, M. S. (1996). Adult Learning.
 Kumavavadirelu, B. (2006). Understand Language Teaching. Erlbraum
Lawrence.
 Larkin, M. (2002). "Using Scaffolded Instruction To Optimize Learning."
 McKenzie, J. (1999). "Scaffolding For Success."
 Moll, L. C., Ed. (1990). Vygotsky and Education: Instructional Implications and
Applications of Socialhistorical Psychology. Cambridge Cambridge University
Press
 Oblinger, D. (2003). "Boomers Gen-Xers Millennials - Understand the new
students.
 Rogers, A. (1996). Teaching Adults, Open University Press.
 Thornbury, S. (2006). A dictionary of terms and concepts used in English
Language Teaching.
 Ur, P. (2012). A course in English Language Teaching. Cambridge, Cambridge
University Press.
 Vygotsky, L. (1978). Mind in Society. Cambridge, Harvard University Press

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