Publication:
The Implementation Of Instructional Scaffolding During Drawing Activities For 5-Year-Old Children’s Oral Language Skills Development

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dc.contributor.authorXiao, Mengyun
dc.date.accessioned2026-05-15T02:40:52Z
dc.date.available2026-05-15T02:40:52Z
dc.date.issued2025-07
dc.description.abstractThis qualitative case study investigates how instructional scaffolding implemented during drawing activities supports the development of oral language skills (pronunciation, vocabulary, and grammar) in 5-year-olds, as well as to examines the problems teachers faced with the implementation process, and to propose guidelines accordingly. Scaffolding Theory, Social Semiotic Theory, and Otts’ Linguistic Scaffolding Strategies as theoretical frameworks. Six children and two teachers were selected for the study using purposive sampling method. Data was collected through non-participant observation, (video recordings, field notes), semi-structured interviews (teachers) and documents (children’s artworks, teachers’ reflective journals) and data was analysed using thematic analysis. The results of the study showed that children’s oral language skills improved.
dc.identifier.urihttps://erepo.usm.my/handle/123456789/24228
dc.language.isoen
dc.subjectLanguage arts (Early childhood)
dc.subjectEarly childhood education
dc.titleThe Implementation Of Instructional Scaffolding During Drawing Activities For 5-Year-Old Children’s Oral Language Skills Development
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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