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In our opinion, scaffolding helps the students to go from th simple content and ideas to the compex ones with the help of the teacher. Also, in this method the help and support reduces gradually each time, depending on the development of the student and his needs. This means that the students starts with the help of the teacher and it ends working by itself. Through it, teachers works to develop autonomy, working with their classmates and self-confidence.

For example, when they have to learn the water cycle in English. Firstly, the teacher can show a video about he vocabulary of the topic and then ask different questions about what they have seen and understand. Secondly, they can make a drawing with different flashcards and phases. Thirdly, they can work in groups and explain to the rest of the class their water cycles. Finally, each trident can read and revis the topic by themselves without any help.

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Yes, as with scaffolding you help the students feel more confident and will understand everything better, which will make their affective filter lower.

For example: before asking students to use new vocabulary, the teacher could provide a sentence frame or model the dynamic. This will help learners produce language without worrying about grammar and, as a result, they will feel more confident and less anxious about making mistakes, which encourages them even further to participate and practice the new language.

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Scaffolding could help lower the affective filter by contextualising the content to the learners' reality. For example, a student could feel less stressed when talking about nature, when the topic is related to the nature he knows from their hometown. It can also help by prepearing the students for the lesson which reduces the anxiety of facing new structures or vocabulary without a preview. Lastly, it includes support materials that can motivate students.

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Yes, it can help, because scaffolding reduces emotional barriers like anxiety or low confidence by providing structured support, making tasks feel more manageable and less intimidating. For example, in a language class, instead of asking students to write a full essay immediately, the teacher first provides sentence starters, vocabulary lists, and a model text, and this helps students feel more confident and less anxious, lowering their affective filter and improving participation.

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Yes, it can help to lower affective filter. The teacher can help the students to recognize their emotions and give strategies to help the children know by itself what to do when they are blocked. Through the scaffolding the teacher gives the students autonomy and confidence so that in the end the own student can use what he has learned without the help of the teacher.

For example: A child that gets nervous before oral presentations. The way the child can be more confident is that the teacher helps the students if he does not know a part of the presentation in English. For example, he is talking in English and forgets a word, this should not be a problem, the teacher will help the students to go ahead with the speech by helping him with the things he forgets or don’t know. Do not see the mistake as a problem, besides an opportunity to improve.

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For example: before asking students to use new vocabulary, the teacher could provide a sentence frame or model the dynamic. This will help learners produce language without worrying about grammar and, as a result, they will feel more confident and less anxious about making mistakes, which encourages them even further to participate and practice the new language.

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Yes, scaffolding can lower students’ affective filter by reducing their anxiety and fear of mistakes. This way of teaching and learning, provides support, like guided phrases, examples, or vocabulary, which helps students complete difficult tasks with confidence.

For example, in an English class, a student writing a paragraph about their weekend may feel stuck, but with a model and outline, they can participate without fear, lowering their affective filter and improving learning.

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Yes, scaffolding can help lower students’ affective filter, because it provides structured support that reduces anxiety and builds confidence.

For instances, when students are given tools like sentence starters, vocabulary lists, or models, tasks feel more manageable and less intimidating, which increases motivation and participation. Another example, instead of asking a learner to freely describe a picture, a teacher might give the prompt “In the picture, I can see…” along with key words, helping the student successfully produce a sentence and feel more comfortable using the language.

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Carlos García, Sara Martín & Daniel Ramón

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Carlos García, Sara Martín & Daniel Ramón

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Yes, it would. It provides support, which makes young learners feel more confident and less anxious. When tasks are clearer and they seemed achievable, students would be less afraid of making mistakes. For example, before a speaking activity, the teacher can give some sentence starters, as: “I like…”.

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Yes, as with scaffolding you help the students feel more confident and will understand everything better, which will make their affective filter lower.