THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUES IN TASK-BASED ENGLISH LANGUAGE INSTRUCTION
DOI:
https://doi.org/10.37547/Keywords:
Task-Based Language Teaching, scaffolding, linguistic competence, communicative competence, ESP, higher education, collaborative learning, language acquisitionAbstract
Task-Based Language Teaching (TBLT) is widely recognized as an effective approach for developing communicative language skills through meaningful interaction and real-life tasks. However, many students experience difficulties while completing tasks independently, especially in ESP classrooms. In such situations, scaffolding strategies can provide necessary support and help learners participate more actively in communication. This article explores the role of scaffolding in TBLT and its contribution to the development of students’ linguistic competence in higher education. The study discusses how scaffolded support during different task stages improves learners’ vocabulary use, speaking performance, collaboration, and confidence. The article also highlights the connection between sociocultural theory and task-based learning. The findings indicate that scaffolding creates a more supportive learning environment and increases the effectiveness of communicative language teaching in ESP contexts.
Downloads
References
1.Bruner, J. (1983). Child’s Talk: Learning to Use Language. Oxford University Press.
2.Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (pp. 23–48). Pearson Education.
3.Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian Approaches to Second Language Research (pp. 33–56). Ablex Publishing.
4.Djurayeva, N. (2025). The role of task-based activities in developing communicative competence among ESP learners. International Journal of Language Education Research, 6(2), 88–96.
5.Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
6.Ellis, R. (2009). The methodology of task-based teaching. Asian EFL Journal, 11(1), 223–246.
7.Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom (2nd ed.). Heinemann.
8.Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30.
9.Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
10.Jalolov, J. J. (2003). Chet til o‘qitish metodikasi. Toshkent: O‘qituvchi.
11.Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.
12.Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and Assessing Second Language Acquisition (pp. 77–99). Multilingual Matters.
13.Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
14.Qosimov, A. (2006). Ingliz tilini o‘qitishning zamonaviy metodlari. Toshkent.
15.Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.
16.Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
17.Saydaliyev, S. (2021). Communicative approaches in teaching English in higher education institutions. Foreign Languages in Uzbekistan, 4(39), 45–52.
18.Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.
19.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
20.Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180.
21.Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford University Press.
22.Yuldashev, U. (2020). Interactive approaches in foreign language teaching and their pedagogical significance. Pedagogical Sciences Review, 3(1), 55–61.
23.Ziyodullayeva, M. (2022). The importance of collaborative learning in ESP classrooms. Uzbek Journal of Foreign Language Teaching, 5(2), 70–78.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles published in this journal are licensed under the Creative Commons Attribution 4.0 International License (CC-BY 4.0). Under this license:
- Share: Copy and redistribute the material in any medium or format
- Adapt: Remix, transform, and build upon the material for any purpose, including commercially
Attribution required: You must give appropriate credit, provide a link to the license, and indicate if changes were made.
License URL: https://creativecommons.org/licenses/by/4.0/
Authors retain copyright of their work while granting the journal first publication rights.
