Scaffolding Poetry Pedagogy: An Action Research among Bachelor Students

Abstract

In this Action Research study, we explored how scaffolded instructional strategies enhanced undergraduate English as a Foreign Language (EFL) students’ confidence and engagement in reading English poetry. We conducted this study among twenty bachelor level, first year EFL students in one month-long poetry reading project at a campus in a rural area of Nepal. When we observed students’ struggle with figurative language, unfamiliar vocabulary, and culturally distant imagery in poetry reading lessons, we introduced scaffolded poetry instruction strategies which included guided recitation, collaborative reconstruction of poetic lines, visual and contextual scaffolds, and structured discussion on interpretation. In addition to these interventions, we taught them poetic devices and provided opportunities to compose poems. We collected data from classroom observations, informal interviews with the participants, students’ artefacts, and our reflective accounts. The study found that the scaffolding activities reduced cognitive load and enhanced students’ understanding of the poems. The study also showed that scaffolded instructions have visible improvements in students’ explorations of text, interpretation, and creativity. These findings align with recent evidence that scaffolding strategies, such as peer support, guided noticing, and concept-mapping, significantly improve comprehension and learner agency in EFL contexts. The study demonstrates that scaffolded poetry instruction can transform poetry from an intimidating task into an accessible and meaningful component of language learning in the context, where students get limited opportunities to explore poetry.