TEACHER SCAFFOLDING AND PUPIL ENGAGEMENT IN EXPLICIT PHONICS INSTRUCTION FOR LOW-PROFICIENCY PRIMARY ESL LEARNERS

Abstract

Low-proficiency primary English as a Second Language (ESL) learners frequently have difficulty with early reading because they are still developing basic word recognition skills, including letter-sound correspondence, blending, segmenting, and simple word reading. Although explicit phonics instruction has been widely recognised as an important approach to promoting early reading development, less attention has been given to how scaffolding is enacted during phonics instruction and how low-proficiency pupils engage with scaffolded phonics activities. This qualitative case study explored how scaffolding was enacted during explicit phonics instruction and how low-proficiency primary ESL learners engaged with scaffolded phonics activities. The study involved 24 Year 2 remedial pupils from an urban Malaysian primary school serving mainly low-income families. The pupils’ classroom-based proficiency levels ranged from TP1 to TP2. Data were collected through teacher-researcher observation notes, teacher reflection notes, pupils’ learning artefacts, lesson materials, and short interviews with pupils over eight weeks of explicit phonics instruction. The study was guided by scaffolding theory, based on Vygotsky’s Zone of Proximal Development, and supported by the Active View of Reading, particularly word recognition. The data were analysed thematically. The findings show that modelling, teacher-created songs, and Total Physical Response fostered a safe space for phonics engagement. Visual and gestural scaffolds supported pupils’ attention and sound recognition. Choral repetition, prompting, and corrective feedback sustained engagement during blending. Games, pair work, and praise encouraged confidence and scaffolded participation. The study suggests that explicit phonics instruction for low-proficiency ESL learners should not be limited to sound drills. Instead, it needs to be carefully scaffolded through modelling, repetition, prompting, visual support, gestures, guided blending, corrective feedback, peer support, and a constructive classroom environment. The findings carry implications for primary ESL teachers who support pupils with early reading difficulties.