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

EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL AUTHOR: TRAN THI MY LINH SUPERVISOR: PHD NGUYEN THI PHUONG HONG RATIONALE The scaffolding method is a tool for good learners to help lower English learners Scaffolding method helps learners overcome difficulties such as lack of vocabulary, ideas, grammar, and pronunciation Interactive scaffolding helps learners overcome problems related to English-speaking skillsh Interactive scaffolding has been applied in the education system, but still quite new to English teachers and learners AIM AND QUESTIONS OF THE STUDY RESEARCH AIMS RESEARCH QUESTIONS This study was designed to investigate how popularly interactive scaffolding is used among EFL classes and what effects learners may have from it • To what extent interactive peer scaffolding is applied in EFL classes? • What are positive outcomes EFL learners might have by applying interactive scaffolding? HYPOTHESES HYPOTHESES HYPOTHESES Peer interactive scaffolding is only used in EFL classes when students are asked Interactive scaffolding has positive impacts on EFL learners:  Enhance their confidence  Improve their range of vocabulary  Grammar and pronunciation mistakes can be corrected  Become more fluent and interactive  Boost their general verbal abilities ORGANISATION OF THE STUDY LITTERATURE REVIEW DEFINITION OF SCAFFOLDING The term “scaffolding” was conceptualized by Wood, Bruner and Ross (1976), regarding a kind of assistance provided by a more capable person to a less capable one Capable people include not only teachers, experts but also include more knowledgeable peers who will help the learner to achieve language skills ZONE OF PROXIMAL DEVELOPEMENT FEATURES AND DISCIPLINES FEATURES OF SCAFFOLDING DISCIPLINES OF SCAFFOLDING PEER SCAFFOLDING THE EFFECTIVENESS OF INTERACTIVE SCAFFOLDING AMONG PEERS RESEARCH METHODOLOGY SIGNIFICANCE OF RESEARCH RESEARCH DESIGN PROCEDURE AND DATA COLLECTION PROCEDURE DATA COLLECTION DATA ANALYSIS QUESTIONNAIRE OBSERVATIONS FREQUENCY OF USING IPS IN SPEAKING CLASS DESCRIPTIVE STATISTICS QUESTIONNAIRE RELIABILITY THE EFFECTS OF INTERACTIVE PEERS SCAFFOLDING DESCRIPTIVE STATISTICS Survey questions Min Max Mean QUESTIONNAIRE RELIABILITY Std Dev IPS helps me expand my range of vocabulary IPS helps me develop more ideas when dealing with new topics IPS helps me learn more new grammatical structures 4.04 0.579 4.09 0.666 3.79 0.679 IPS improves my grammar (I can use those grammatical structures that I have learnt previously.) 3.77 0.774 IPS helps me be able to correct my grammatical mistakes by myself 3.72 0.764 IPS improves my pronunciation skills 4.01 0.673 IPS helps me be able to speak English without preparation and hesitation 3.64 0.809 IPS helps me become more fluent 3.79 0.724 IPS helps me speak English with confidence 10 IPS helps me be able to express my thoughts more easily 3.99 0.733 3.81 0.730 OBSERVATION CYCLE CYCLE SUMMARY OF THE STUDY DISCUSSION RESEARCH QUESTIONS HYPOTHESES IMPLICATIONS LIMITATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH LIMITATION RECOMMENDATIONS  ... language skills ZONE OF PROXIMAL DEVELOPEMENT FEATURES AND DISCIPLINES FEATURES OF SCAFFOLDING DISCIPLINES OF SCAFFOLDING PEER SCAFFOLDING THE EFFECTIVENESS OF INTERACTIVE SCAFFOLDING AMONG PEERS... extent interactive peer scaffolding is applied in EFL classes? • What are positive outcomes EFL learners might have by applying interactive scaffolding? HYPOTHESES HYPOTHESES HYPOTHESES Peer interactive. .. ideas, grammar, and pronunciation Interactive scaffolding helps learners overcome problems related to English -speaking skillsh Interactive scaffolding has been applied in the education system, but