Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Abstract

The current research investigates the effectiveness of a program based on integrating instructional scaffolding interaction cycle into dialogic teaching in developing Faculty of Education sophomores' EFL listening and speaking skills. The participants of the research comprised seventy-six students. They were drawn randomly from second year students enrolled in the Faculty of Education, Menoufia university. The participants were divided into two groups; experimental (38) and control (38). The research adopted the quasi-experimental pre-posttest design. The experimental group received instruction based on integrating instructional scaffolding interaction cycle into dialogic teaching, while the control group received regular instruction. The instruments included EFL listening and speaking skills pre-posttests and a rubric for scoring the speaking test. The findings revealed that using a program based on integrating instructional scaffolding interaction cycle into dialogic teaching positively affected Faculty of Education sophomores' EFL listening and speaking skills.