A Systematic Literature Review of Emotional Scaffolding in EFL Pedagogy

Abstract

While Emotional Scaffolding has received encouraging research interest due to increase students’ engagement, academic performance, and well-being, there is scant synthesis and review study in the field of higher education and EFL teaching. Based on PRISMA (2021) principle, the present literature review has selected 33 peer-reviewed journal articles from 4 popular databases (which are Scopus, WOS, Eric, and ProQuest Education database). Through a thematic analysis of them, the review indicated 5 main categories (integrating emotional themes, emotional climate design, use of humour/storytelling, verbal affirmations/positive reinforcement, and technology medicated support) in EFL pedagogy using Emotional Scaffolding, which have received outcomes in enhancing student engagement, well-being, and language proficiency. It also addresses 3 emotional factors correlated with teaching. This study synthesizes current evidence for understanding Emotional Scaffolding in higher education EFL teaching. This review provides some implications for teachers, administrators, and other stakeholders and calls for more practical studies on higher education as well as higher vocational education level with more insights on teacher training and curriculum development.