Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback

Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated behaviours when students engage with authentic academic their own study contexts. In light of this problem, our examines the effects an instructional scaffold combined teacher feedback, designed to foster students’ self-regulation Over a 5-week period, read five texts and posted blog posts documenting reading, scaffolded by task prompt. response, individualised feedback. The data comprised 75 student 63 responses. results suggest prompts feedback supported different ways: while prompted reflect on redirected attention new ways less superficial aspects task, as well reminding them they had previously engaged successfully. therefore provides insights into interplay between recommendations for teaching practice.