EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL

MINISTRY EDUCATION AND TRAINING CAN THO UNIVERSITY TRẦN THỊ MỸ LINH EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL MASTER THESIS: EDUCATION Program: Principles and Methods in English Language Education Program code: 60 14 01 11 CAN THO – OCTOBER, 2020 MINISTRY EDUCATION AND TRAINING CAN THO UNIVERSITY TRẦN THỊ MỸ LINH EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL MASTER THESIS: EDUCATION Program: Principles and Methods in English Language Education Program code: 60 14 01 11 CAN THO – OCTOBER, 2020 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill Luận văn Thạc sĩ với đề tài: “EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL” học viên Trần Thị Mỹ Linh thực hướng dẫn khoa học TS Nguyễn Thị Phương Hồng báo cáo Hội đồng chấm luận văn thông qua Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill Thư ký Ủy viên (Ký tên) (Ký tên) ………………………… …………………………… GV phản biện GV phản biên (Ký tên) (Ký tên) …………………………… …………………………… Cần Thơ, ngày tháng 2020 Chủ tịch Hội đồng (Ký tên) …………………………… i Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill DECLARATION This thesis entitled “EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL” is conducted under the supervision of Dr Nguyen Thi Phuong Hong, an English instructor at the English Department, Can Tho Univeristy I declare that the information reported in this study is the result of my own work except where due reference is made The thesis has not been accepted for any degree and is not concurrently submitted to any candidature for any other degree or diploma Can Tho, October 2020 Trần Thị Mỹ Linh ii Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill ACKNOWLEDGEMENTS This MA thesis would not have been completed without the support from many people On this occasion, I hereby would like to send my big thanks to these people I would like to express my grateful acknowledgement to my supervisor, Dr Nguyen Thi Phuong Hong for her patient guidance, valuable time counseling, giving useful feedback as well as a big support during the time of conducting the study Thank you from the bottom of my heart for everything that you have done for me My sincere thanks go to all EFL students who participated to response my questionnaire in this study and my kind colleagues who support me during my data collection time Finally, I also own a big debt of gratitude to my family members who were always by my side and provided me with everything to gain the valuable achievement throughout my career path and academic success Can Tho, October 2020 iii Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill ABSTRACT The research topic is "Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill" was conducted to discover the effectiveness of peer-to-peer scaffolding for improving learners' speaking skills The research was conducted based on primary data collected from a two-part questionnaire, the current status of using IPS and the effectiveness of IPS of 96 survey participants, who are all EFL learners English language at Can Tho University and observation method of speaking classroom before applying peer scaffolding method and when using peer scaffolding in an English speaking classroom at Can Tho University The research results show that at Can Tho University, the application of IPS method in speaking lessons is still only average, not really regular Peer interaction has brought about many positive changes in students' speaking skills In addition, by observing the two cycles of a speaking class of EFL students at Can Tho University, students' speaking skills have been significantly improved when applying the IPS method, helping students take care of I listen to the lecture more, the class is receptive More seriously, students confidently share their opinions and actively participate in classroom learning activities iv Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill TÓM TẮT Đề tài nghiên cứu “Hiệu việc tương tác hỗ trợ nhằm nâng cao kỹ nói sinh viên ngoại ngữ” thực để tìm hiệu việc sinh viên hỗ trợ việc nâng cao kỹ nói người học Nghiên cứu tiến hành dựa liệu sơ cấp thu thập từ bảng câu hỏi bao gồm hai phần thường xuyên việc sử dụng IPS hiệu việc sử dụng IPS 96 người tham gia khảo sát, họ sinh viên học tiếng Anh trường Đại học Cần Thơ phương pháp quan sát lớp học mơn nói trước áp dụng phương IPS lớp học nói tiếng anh trường Đại học Cần Thơ Kết nghiên cứu cho thấy Trường Đại học Cần Thơ, việc áp dụng phương pháp IPS tiết học nói mức độ trung bình, chưa thực thường xuyên Sự tương tác hỗ trợ mang lại nhiều thay đổi tích cực việc cải thiện kỹ nói học sinh Ngồi ra, qua quan sát hai chu trình tiết học nói sinh viên họcTiếng Anh trường Đại học Cần Thơ cho thấy kỹ nói sinh viên cải thiện rõ rệt sau áp dụng phương pháp IPS, giúp sinh viên chăm nghe giảng hơn, lớp học tiếp thu nghiêm túc hơn, học sinh tự tin chia sẻ ý kiến tích cực tham gia hoạt động học tập lớp Từ khóa: tương tác hỗ trợ, kỹ nói v Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill TABLE OF CONTENTS Contents CHAPTER ONE INTRODUCTION 1.1 Rationale 1.2 Research aims 1.3 Research questions 1.4 Hypotheses CHAPTER TWO LITERATURE REVIEW 2.1 DEFINITION OF SCAFFOLDING 2.2 ZONE OF PROXIMAL DEVELOPEMENT 2.2.1 Sociocultural theory 2.2.2 Zone of proximal development 2.2.3 ZPD assessment 2.2.4 ZPD and scaffolding 10 2.3 FEATURES AND DISCIPLINES 12 2.3.1 Features of scaffolding 12 2.3.2 Disciplines of scaffolding 14 2.4 PEER SCAFFOLDING IN SECOND LANGUAGE LEARNING RESEARCH 15 2.5 THE EFFECTIVENESS OF INTERACTIVE SCAFFOLDING AMONG PEERS 16 2.5.1 Scaffolding and achievement 18 2.5.2 Scaffolding, task effort and appreciation of support 20 2.5.3 Support contingency and independent working time in scaffolding small-group work 22 CHAPTER THREE 23 RESEARCH METHODOLOGY 23 3.1 Significance of research 23 3.2 RESEARCH DESIGN 23 3.3 PARTICIPANTS 24 3.4 INSTRUMENTS 25 3.5 PROCEDURE 25 3.6 DATA COLLECTION 26 vi Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 3.7 DATA ANALYSIS 28 CHAPTER FOUR 30 RESULTS 30 4.1 THE FREQUENCY OF USING IPS IN SPEAKING CLASS 30 4.2 THE EFFECTS OF INTERACTIVE PEERS SCAFFOLDING 34 4.3 OBSERVATION 36 CHAPTER 39 DISCUSSION AND CONCLUSION 39 5.1 SUMMARY OF THE STUDY 39 5.2 DISCUSSION 39 5.3 IMPLICATIONS 41 5.4 LIMITATIONS 42 5.5 RECOMMENDATIONS FOR FURTHER RESEARCH 42 REFERENCES 44 APPENDICES 46 APPENDIX A 46 QUESTIONNAIRE 46 APPENDIX B 52 OBSERVATION SHEET 52 APPENDIX C 53 RELIABILITY 53 vii Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill LIST OF TABLES Table 3.1 Statistics questionnaire survey results on using IPS in speaking class…15 Table 3.2 Statistics questionnaire survey results on the effectiveness of using IPS in speaking class… ……17 viii Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 5.4 LIMITATIONS Since the study scope of the topic focuses only on students majoring in English language at Can Tho University, the study results cannot represent all English learners in general Besides, the study only used two research methods, namely survey method and observation method Therefore, the research results cannot adequately cover all aspects of the effectiveness of peer interaction in improving speaking skills Although the research still has limitations as mentioned above, the researcher hopes that the research results will contribute to help teachers and students in general and teachers and students at Can Tho University You can find out effective English speaking teaching and learning methods 5.5 RECOMMENDATIONS FOR FURTHER RESEARCH It is extremely important to study the effectiveness of peer-to-peer scaffolding interactions on improving English speaking skills Being aware of the magnitude of the problem, the author conducted this study, but due to the limited time of the study, despite great efforts, this study still has certain limitations Therefore, the author has some recommendations for future studies as follows: (1) Future studies related to this issue needs to broaden the scope of research across universities that have specialized English language training in order for the study results to be greater generalization and reliability (2) Future studies should supplement data collection methods through pre-test and post- test and verify the effectiveness by T-Test analysis to get the most accurate assessment of level of progress of learners when performing peer scaffolding interaction 42 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill (3) Future studies may expand research subjects on the effectiveness of peer scaffolding in improving English reading comprehension, writing or listening skills The suggestions for further research are also provided in this chapter The research has been just conducted about high school students’ motivation of learning English in classes with Native and Non-native English speaking teacher Therefore, further research should conduct the study in different context such as secondary school, college, university and so on in order to have a comprehensive view in this matter Additionally, the limited number of subjects cannot provide a full picture of the matter, further research should be conducted with a larger population for making generalization and making the research more valid Last but not least, the strategies for medical English terminology in ESP class should be also investigated In the other hand, using questionnaires has some drawbacks, so further research should combine it with additional methods (e.g classroom observation) to ensure what participants reported was consistent with what they said in the questionnaire and have an in-depth understanding about the matter 43 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill REFERENCES Antón, M., & Dicamilla, F J (1999) Socio-cognitive functions of L1 collaborative interaction in the L2 classroom The Modern Language Journal, 83(2), 233247 Benson, B (1997) Scaffolding (Coming to Terms) English Journal, 86(7), 126127 Carmichael-Wong, S., & Vine, E W (2004) Peer-scaffolding or collaborative problem-solving?: A data-based study of three learners' experience New Zealand Studies in Applied Linguistics, 10(2), 39-60 Chaiklin, S (2003) The zone of proximal development in Vygotsky’s analysis of learning and instruction In A Kozulin, B Gindis, V S Ageyev, & S M Miller (Eds.), Vygotsky’s educational theory in cultural context (pp 39-64) Clark, K F., & Graves, M F (2005) Scaffolding students' comprehension of text The Reading Teacher, 58(6), 570-580 Davis, E A., & Miyake, N (2004) Explorations of scaffolding in complex classroom systems The Journal of the Learning Sciences, 13(3), 265-272 http://dx.doi.org/10.1207/s15327809jls1303_1 Hammond, J., & Gibbons, P (2001) What is scaffolding? In J Hammond (Ed.), Scaffolding Teaching and Learning in Language and Literacy Education (pp 1-14) Newtown, N.S.W: PETA Laksmi, E D (2006) "Scaffolding" students' writing in EFL class: implementing process approach TEFLIN Journal, 17(2), 144-156 44 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill Lantolf, J P., & Appel, G (1994) Theoretical framework: An introduction to Vygotskian approaches to second language research In J P Lantolf, & G Appel (Eds.), Vygotskian approaches to second language research (pp 1-32) Norwood, N.J.: Ablex Pub Corp Richards, J C (2008) Teaching listening and speaking Cambridge, England: Cambridge University Press Kagan, S (1995) We can talk: Cooperative learning in the elementary ESL classroom (ERIC Digest) Washington, DC: ERIC Clearinghouse on Languages and Linguistics 221 Kuo, L L (2009) The effects of youtube listening/viewing activities on Taiwanese EFL learners‘ listening comprehension A Dissertation, Doctor of Philosophy Presented to the Faculty of School of Education, La Sierra University, ProQuest LLC McCracken, M and Wallace, M (2000), "Towards a redefinition of strategic HRD", Journal of European Industrial Training, Vol 24 No 5, pp 281-290 Savignon, S J (2007) Beyond communicative language teaching: What's ahead? Journal of Pragmatics, 39(1), 207-220 Walqui, A (2006) Scaffolding instruction for English language learners: a conceptual framework The International Journal of Bilingual Education and Bilingualism, (2), 159-180 Wood, D., Bruner, J., & Ross G (1976) The role of tutoring in problem-solving Journal of Child Psychology and Psychiatry,17(2), 89-100 45 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill APPENDICES APPENDIX A QUESTIONNAIRE Effectiveness of Interactive Peer Scaffolding (IPS) in Enhancing EFL Leaner’s Speaking Skill Dear Students, My name is Trần Thị Mỹ Linh (Student’s ID: M1616068) and I am a Master student in Principles and Methods in English Language Education at Can Tho University I am working on my MA thesis on the effectiveness of interactive peer scaffolding (IPS) in speaking I would like to invite you to participate in my study by answering this questionnaire which asks about the positive effects of IPS on EFL learners’ speaking skill Your responses are important to my thesis Therefore, please kindly read the situations carefully and give your answers honestly There are three parts in the questionnaire and it should take you about 15 minutes to complete the questionnaire All your information will be kept confidential and used for this research only Should you have any questions, please contact me at mylinh210694@gmail.com or my supervisor, Dr Nguyễn Thị Phương Hồng at ntphong@ctu.edu.vn PART 1: PARTICIPANT’S INFORMATION Please answer these questions 1) What is your major? Please tick the answer  English Studies  English Translation and Interpretation  English Language Education 2) What is your cohort? Please tick the answer 46 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill  K41  K42  K43  K44 3) How old are you? ……………………………………………… 4) Are you male or female?  Male  Female 5) What is your email address? ……………………………………………… Please read the definition of scaffolding carefully and give your answers to the questions below by putting a tick in the appropriate squares “Scaffolding is a kind of assistance provided by more capable people such as peers, teachers, experts in the process of learning a language, specifically English In this method, less capable people are helped to a certain task which they fail to master in the beginning After being helped, those individuals can work independently without depending on peers, teachers or expert any longer.” 6) Have you scaffolded your peers when you work together in the speaking class?  Yes  No 47 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 7) Have you ever been scaffolded by your peers when you work together in the speaking class?  Yes  No PART II: THE USE OF IPS IN SPEAKING CLASS In this part, you are invited to tell how often you gave and received interactive scaffolding among peers in your English speaking class Please put a tick in the appropriate box that indicates your answers Level of frequency Scaffolding-based situations among peers Never Rarely Sometimes Often Always I explained to my friends the meaning of a word they did not know I was given the meaning of a word I did not know I provided my friends with vocabulary to answer questions from teachers I was provided with vocabulary to answer questions from teachers 48 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 5.I supported my friend with vocabulary to discuss a topic in class 6.I was supported with vocabulary to discuss a topic in class 7.I supported my friend with ideas discuss a topic in class 8.I was supported with ideas to discuss a topic in class 9.I supported my friend with grammatical structures to discuss a topic in class 10.I was supported with grammatical structures to discuss a topic in class 11.I helped my friends give a presentation 12.I was helped to give a presentation 13.I helped my friends to pronounce a word 14.I was corrected how to pronounce a word 49 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 15.I helped my friends how to make a sentence with a difficult structure 16.I was helped to make a sentence with a difficult structure 17 I assisted with friends in communicating with foreign teachers 18.I was assisted to communicate with foreign teachers 19.I helped my friends practice given topics before exams 20.I was helped to practice given topics before exams PART III THE EFFECTS OF INTERACTIVE PEERS SCAFFOLDING In this part, there are ten statements about the effectiveness of IPS Please put a tick in the appropriate box that indicates your agreement Level of agreement The effects of interactive scaffolding among peers strongly disagree disagree IPS helps me expand my range of vocabulary 50 neutral agree strongly agree Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill IPS helps me develop more ideas when dealing with new topics IPS helps me learn more new grammatical structures IPS improves my grammar (I can use those grammatical structures that I have learnt previously.) IPS helps me be able to correct my grammatical mistakes by myself IPS improves my pronunciation skills IPS helps me be able to speak English without preparation and hesitation IPS helps me become more fluent IPS helps me speak English with confidence 51 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 10 IPS helps me be able to express my thoughts more easily THANK YOU FOR YOUR COOPERATION! APPENDIX B OBSERVATION SHEET I/ General information Observation class:………………………………………………………………… Observation time:……………………………………………………………………… Observed content Result Class size Discipline in the classroom Student activities in the learning process Students' learning dynamics Student responses to classroom activities Classroom atmosphere Student progress 52 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill APPENDIX C RELIABILITY Testing reliability using Cronbach’s Alpha questionnaire about frequency of using IPS in speaking classroom Reliability Statistics Cronbach's N of Alpha Items 895 20 Item-Total Statistics Scale Mean Scale Corrected Cronbach's if Item Variance if Item-Total Alpha if Deleted Item Deleted Correlation Item Deleted Q1 61.33 106.709 526 890 Q2 61.38 109.016 441 893 Q3 61.63 106.05 555 889 Q4 61.66 107.070 510 891 Q5 61.53 105.788 641 887 Q6 61.58 105.235 586 889 Q7 61.59 105.802 580 889 53 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill Q8 61.75 105.326 631 888 Q9 61.85 104.947 517 891 Q10 61.81 104.828 560 889 Q11 62.03 105.167 545 890 Q12 62.02 108.252 453 892 Q13 61.65 107.915 455 892 Q14 61.55 110.145 368 894 Q15 62.06 108.754 398 894 Q16 61.95 108.850 377 895 Q17 62.57 104.016 557 889 Q18 62.60 105.715 492 891 Q19 61.95 104.345 578 889 Q20 61.89 104.060 592 888 Testing reliability using Cronbach’s Alpha scale on the effectiveness of using IPS in speaking classroom Reliability Statistics Cronbach's N of Alpha Items 54 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 780 10 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Item Deleted Variance if Item-Total Alpha if Item Item Deleted Correlation Deleted Q1 34.61 14.766 476 760 Q2 34.56 14.522 443 762 Q3 34.86 14.813 372 771 Q4 34.89 13.829 484 757 Q5 34.94 14.501 367 773 Q6 34.65 14.757 388 769 Q7 35.02 14.168 393 770 Q8 34.86 14.013 494 756 Q9 34.67 13.825 524 752 Q10 34.84 13.670 558 747 55 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 56 ... i Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill DECLARATION This thesis entitled ? ?EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING. .. their writing 13 Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill 2.3.2 Disciplines of scaffolding In the context of EFL classroom, the learner’s. .. the effectiveness of using IPS in speaking class… ……17 viii Effectiveness of interactive peer scaffolding (IPS) in enhancing EFL learner’s speaking skill CHAPTER ONE INTRODUCTION In