Scaffolding Oral Fluency Mediating the Target Language in ELT to Tertiary-Level Students: A Follow-up Scheme

Abugohar, Mohammed Abdulgalil; Salheen, Dalal Alfadhil Attaher; Yassin, Baderaddin; Saed, Hadeel; Yunus, Kamariah

doi:10.29333/iji.2020.13421a

Cited by 4 publications

(4 citation statements)

References 27 publications

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“…Lately, especially in the last two decades, subtitling has taken another path, mainly addressing its use in developing and enhancing foreign language skills. Special emphasis was placed on improving the second language receptive skills of listening and reading, together with the productive skills of speaking and writing (Abugohar et al, 2020;Gutiérrez-Colón & Somsivilay, 2021;Jalleh et al, 2021). The two types were enhanced further through developing vocabulary recognition, grammatical structures, and intercultural competencies (Matielo et al, 2015).…”

Section: Subtitling In the Didactic Pedagogical Contextmentioning

confidence: 99%

The Effects of Intralingual Subtitles on Jordanian University Students’ Foreign Language Learning

Haider¹,

Al-Salman²

2022

INT J INSTRUCTION

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Intralingual subtitling has become a functional accessibility didactic tool for EFL learning. Nevertheless, audio-visual translation (AVT)--as a manifestation of educational technology--has not been duly utilized as an EFL teaching approach in shaping the didactic and pedagogical platform and their immediate effects on foreign language learners. Hence, this study explores aspects of the EFL teaching/learning paradigm boosted by intralingual subtitling. The study sampled a population of 100 English and Translation Program students at a Jordanian university, representing an experimental group and a control group, of 50 students each. The experimental group received a four-month academic training in intralingual subtitling, while the control group had no exposure to the same experience. A TOEFL-based standardized test targeting listening comprehension, vocabulary building & recognition, and writing & spelling was administered to the two groups after the end of the term. A questionnaire was distributed to elicit the students' responses in the control group on the effectiveness of the intralingual subtitling technique in improving their proficiency in English. To compare the students' performance in the control group with their counterparts in the experimental group, the researchers calculated the scores in the three tested language skills for each group and ran a One-Way ANOVA test. The results showed that students with the intralingual subtitling experience demonstrated better performance in all three tested language skills. In the quantitative analysis of the questionnaire, the researchers calculated the percentage for each item's responses, provided the mean and standard error of it, and conducted a One-Sample T-Test for each subscale. The results showed statistically significant evidence that captioned videos helped students improve their listening comprehension, build and recognize new words, and improve their spelling. The current study recommends that intralingual subtitled YouTube videos be used more in EFL classrooms to improve students' language skills.

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Section: Subtitling In the Didactic Pedagogical Contextmentioning

confidence: 99%

The Effects of Intralingual Subtitles on Jordanian University Students’ Foreign Language Learning

Haider¹,

Al-Salman²

2022

INT J INSTRUCTION

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“…The insights gained led to further reflection and a pertinent question: Is it so, for all students who learn English as a second language? A literature review revealed several supporting studies with ESL students in a teacher's college or in higher education [2]- [9].…”

Section: Introductionmentioning

confidence: 99%

“…Soft refers to scaffolding by asking questions or giving constructive feedback, and hard scaffolding refers to helping with higher level thinking by giving hints or clues in solving difficult tasks. A review of some other action research articles, on English writing [11], [24]- [26], speaking [7], [9], [27], [28] or reading [8], [12], [13], [15] informed about new practices. However, most were conducted at the school level or were quasi experimental in design and implementation (pre-test post-test control group).…”

Section: Introductionmentioning

confidence: 99%

Scaffolding instruction for improvement in learning English language skills

Arora,

Al-Wadi,

Afari

2024

IJERE

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Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (LLA) tasks and an observation checklist to measure the impact of the proposed practice on the improvement in the participants’ learning. The scaffolding techniques used were soft versus hard (support provided only till needed), chunking (breaking down information), modelling (giving clear examples), bridging (using prior knowledge) and contextualizing (making connections). Both the quantitative and qualitative data revealed that scaffolding instruction significantly improved the participants’ language learning skills. For sustainable education, the findings emphasize the importance of conducting scaffolding instruction in small groups, assigning pre-planned and well-structured tasks with clear instructions, and providing scaffolding ‘as and when needed’ especially in a mixed ability group of EFL/ESL students.

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“…These researchers observe that each of their methods helped learners improve their speaking abilities. However, Abugohar et al (2020) stated that although the target language has achieved success, fluency in spoken language does not develop automatically; it must be integrated with other media, aids, and practices. Hence, we mediated speaking skills and performances using scaffolding.…”

Section: Introductionmentioning

confidence: 99%

Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues

Ardiningtyas

Butarbutar

Weda

et al. 2023

Interactive Learning Environments

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Speaking English as a foreign language (EFL) requires the proper instructional techniques and tactics. Since then, other techniques, including online scaffolding or more knowledgeable other in the speaking improvement, have been used. The current research employs scaffolding to teach speaking in comparison to teacher-guided. The goal of this research is to describe the scaffolding techniques a teacher uses while scaffolding four students. In order to do this, the current research investigates how learners describe what they had learned and accomplished via speaking class performances, which acts as a scaffold for them. The outcomes identify the six diamonds of scaffolding behaviors, that is, instructor, contingent, consultant, modeling, motivator, and evaluator. However, the researchers assert that there were only a small number of learners because of the difficulty of the subject. According to the research, peer scaffolding should blend or hybrid while teaching spoken EFL at the college level. The report encourages future ethnographic discussions for more research.

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Scaffolding Oral Fluency Mediating the Target Language in ELT to Tertiary-Level Students: A Follow-up Scheme

Cited by 4 publications

References 27 publications

The Effects of Intralingual Subtitles on Jordanian University Students’ Foreign Language Learning

The Effects of Intralingual Subtitles on Jordanian University Students’ Foreign Language Learning

Scaffolding instruction for improvement in learning English language skills

Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues

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