EFL students' perceptions of scaffolding activities in learning listening skills at Long Hai - Phuoc Tinh High School: Master of TESOL

Abstract

Scaffolding instruction is a handful method to enable students to study actively and fit their learning styles. Even though there are numerous studies on the effectiveness of scaffolding in learning English, the study on students' perception of the role and effectiveness of scaffolding in teaching and learning EFL listening is little. Thus, this research is aimed to address the research gap. The mixed-methods approach (quantitative and qualitative) was used to achieve the research purpose. To gather data, the author utilized two tools: a questionnaire and a semi-structured interview, both of which were used with 120 students in grade 10 at Long Hai - Phuoc Tinh High School. The results of this study showed that 10th-grade students agreed with the role of scaffolding learning activities in learning listening skills, which included (1) Scaffolding as task enabling support within the zone of proximal development and (2) Scaffolding as language mediated co-regulation. Second, the qualitative and quantitative data showed that students had a positive attitude toward the effectiveness of the scaffolding learning activities in learning listening skills.