Teacher's Language Features in Facilitating Learners' Involvement and Providing Opportunities for Learning

515 L5: ok you can phone in the morning ((3))= 

516 L4: =yeah at [eight] 

517 L5: [at eight] o’clock at nine o’clock you can call= 

518 L6: =in Japan same= 

519 T: =it’s the same eight hours?= 

520 L6: =yeah= 

521 L4: =I’m very busy= 

522 L5: =what you are busy it’s eh just reason you [((5))] 

523 L4: [((4))]=

Scaffolding

Finally, the last strategy possible to use in maintaining student's involvement in the discussion is implementing scaffolding. Scaffolding was a concept proposed by Jerome Bruner in 1970. It discusses certain temporary support given by teachers to help students learn, then remove it gradually as students achieve certain competencies to promote students' independence (Brunner, 1983 cited from Atipat Boonmoh & Thidaporn Jumpakate, 2019). This strategy may reduce students’ anxiety as teachers are always ready to give language support as and when they needed. Aside from that, this could increase students' understanding of the content as well as the language since teachers directly exemplify certain expressions in real life. Here is an example of the teachers’ support in offering latched modeling, meaning giving quick language needed as shown in the dialogue.