The role of the students in any given situation is using the techniques of reception and dynamic reciprocate skills. In this case the students were responding to the questions that were posed by the teacher. Initially they were reading and observing the texts that were provided to them. At a later part of this class they are made to be productive and make discussions with the class and with their partners. The stage that was transcribed the teacher was asking the questions to the student and they make responses to the teacher.
In the case of second language learners, they are not only learning new concepts they are also learning about the mediums in the language. They need to accept that the external dialogue is an important parameter for them to learn the subject. There is development of thinking that is integral to the language learning process. The social view of teaching and learning often brings into contention the teacher-centred versus student-centred learning. The language learning is observed to be a socially embedded process rather than a psychologically driven process. It is a process as to what the teachers chose to act in a classroom and the support that they provide. These are crucial factors for the educational success. In this process of learning the nuanced versions of scaffolding are used. Scaffolding Learning is about the significance as to what the other person is saying. This notion is a form of temporary structure that is used for the process of constructing or repairing the original structure. The notion of scaffolding is temporary and also integral for the successful construction of the language acquisition process. Scaffolding is used by the teachers for the temporary assistance as to which the teacher would help the learner to learn the tasks. They will be able to address what they can do. This is indulging into the zone of proximal development. The learner is likely to be working in the zone of proximal development.