Using Peer-Scaffolding as a way to improve students’ reading skills at Vinh Cuu High School.

teaching method

Reading proficiency is a foundational competency for EFL learners, yet its development is frequently hindered by socio-cultural and pedagogical barriers. This study investigates the implementation of peer-scaffolding to improve English reading comprehension skills at Vĩnh Cửu High School. Diagnostic data gathered through classroom observations, semi-structured interviews, and questionnaires revealed that students face critical cognitive bottlenecks due to a reliance on bottom-up decoding and an inadequate repertoire of reading strategies. This passivity is further compounded by socio-cultural paradigms that favor teacher reliance over independent critical thinking. To address these deficits, this paper proposes a structured peer-scaffolding framework designed to transition learners from passive recipients into autonomous readers. By leveraging collaborative cognitive support, the intervention aims to foster top-down processing, enhance context-based lexical inference, and ultimately elevate students' overall reading attainment.

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