Exploring Peer Scaffolding Strategies through Discourse Analysis in Senior High School

Abstract

This qualitative study explored peer scaffolding strategies among senior high school students during collaborative group work through discourse analysis. Conducted at Kiburiao National High School in Bukidnon, Philippines, the research examined how learners used language to support one another cognitively, socially, and linguistically in authentic classroom interactions. Data were gathered through classroom observations, audio-recorded group discussions, and semi-structured interviews with students and teachers. The analysis revealed nine interrelated themes organized under three focal areas. Under peer scaffolding strategies, students employed clarification and simplification, role assignment, and active engagement to sustain collaborative dialogue. Under the influence of learning and participation, peer interaction enhanced motivation and engagement, improved understanding and communication skills, and fostered ownership of learning. Under peer scaffolding challenges, students encountered task imbalance, emotional barriers, and communication breakdowns that sometimes hindered group cohesion.
Findings demonstratedthat peer scaffolding is a dynamic, socially situated process that enhances comprehension, confidence, and collective responsibility among learners. Despite recurring challenges, the discourse of collaboration reflected empathy, adaptability, and shared problem-solving. The study concludes that structured, supportive group work can transform classroom interaction into a space for mutual learning and linguistic growth. It recommends that teachers intentionally design collaborative tasks that ensure equitable participation, cultivate emotional safety, and strengthen communicative competence to maximize the potential of peer scaffolding in multilingual classrooms.