THE IMPACT OF SCAFFOLDING TECHNIQUES ON THE DEVELOPMENT OF STUDENTS' SPEAKING PROFICIENCY
DOI:
https://doi.org/10.37547/Keywords:
Scaffolding techniques, speaking proficiency, second language acquisition, Vygotsky, oral communication, language teaching, Zone of Proximal DevelopmentAbstract
This study examines the impact of scaffolding techniques on the development of students’ speaking proficiency in English as a second language. Grounded in Vygotsky’s sociocultural theory and the concept of the Zone of Proximal Development, the research explores how structured support, including teacher modeling, guided peer interaction, and corrective feedback, influences learners’ vocabulary use, grammatical accuracy, fluency, and confidence. A quasi-experimental design was employed with two groups of intermediate-level learners over six weeks. Findings indicate that scaffolded instruction significantly enhances speaking performance and fosters positive attitudes toward oral communication. The study underscores the importance of adaptive teaching strategies that provide temporary guidance to facilitate autonomous language use, offering practical implications for classroom-based language instruction.
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References
1.Wood, D. The Role of Tutoring in Problem Solving. Springer, 2012, p. 45
2.Van de Pol, J. Scaffolding in Education: Principles and Practices. Routledge, 2013, p. 67
3.Lantolf, J., Thorne, S. Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press, 2014, p. 102
4.Vygotsky, L. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 2012, p. 90
5.Hammond, J., Gibbons, P. What is Scaffolding? Primary English Teaching Association, 2015, p. 53
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