Teachers’ Scaffolding to Promote EFL Students’ Speaking Skill: The Case of First-Year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou
Loading...
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
The present study attempts to identify the scaffolding strategies mostly implemented by the
teachers of the speaking module in the Department of English at Mouloud Mammeri
University of Tizi-ouzou. Second, it aims at determining whether teachers’ scaffolding
improves freshmen-students’ speaking skill and reduces their oral problems. Lastly, it seeks to
determine teachers’ attitudes towards the implementation of these techniques in speaking
sessions. This study is based on the application of a learning theory: The “Zone of Proximal
Development” in teaching; that is Scaffolding as well on “Walqui’s Scaffolding Strategies.”
Two data collection tools are used: a questionnaire and an interview, in which a mixedmethod
approach is adopted. As far as data analysis is concerned, the quantitative data are
analyzed using the rule of three in Microsoft word and Excel. For the qualitative data, the
Qualitative Content Analysis (QCA) is used. Indeed, the results of this research provide
evidence that all the suggested scaffolding strategies are implemented in speaking sessions,
mainly: ‘Bridging, contextualization, text representation, schema building and Developing
meta-cognition’, confirming that these techniques help students overcome their oral
difficulties and promote their speaking capacities. Teachers have positive attitudes toward
scaffolding; all the respondents confirmed its effectiveness for the development of the
students’ speaking abilities. Moreover, while proceeding in scaffolding, teachers should be
creative according to their students’ different learning interests and styles.
Description
30cm ; 72p.
Keywords
Speaking Skill, Vygotsky’s Theory: Zone of Proximal Development (ZPD), Scaffolding, Walqui’s Scaffolding Strategies (2006).
Citation
Didactics of Foreign Languages