Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching

Abstract

The purpose of this study was to develop, implement, and evaluate technology enhanced scaffolding design in Task Based Language Teaching (TBLT) for English beginner level students at a middle school with a limited technology infrastructure and low SES profile. The implementation’s effectiveness was assessed by a comparison of pre and posttest data from 38 fifth graders in a control and experimental group, as well as an analysis of the latter’s responses to classroom tasks and feedback questions collected periodically. While both groups progressed, the experimental group significantly outperformed the control in the posttest. Paired samples comparisons showed that the learners in the experimental group improved their test scores significantly in all the subtests, while those in the control showed a significant increase only in vocabulary questions. The additional descriptive analysis of the qualitative data collected from the experimental group provided evidence for how this difference occurred. Based on the findings of the study, an amendment to the guidelines for scaffolding design software is suggested from the perspective of teaching English as a Foreign Language (EFL) in limited contexts.

Investigating technology integration in English language instruction from 2018 to 2024: A systematic literature review

“…The results of this study support earlier research in technology-enhanced/mediated TBLT, which implicates the appropriate use of technology affordances to create a meaning-focused language classroom with target structure repetition and learner needs and interests considered (Mavili & Kartal, 2022). Students can use electronic portfolios to record their learning experiences, development, and successes throughout their academic careers.…”

“…In investigating technology integration into English language instruction, this systematic literature review also explores its application in assessment practices. While the tasks/assessment must inspire students to achieve a final objective, the process itself is more important than the objective (MAVİLİ, S., & KARTAL, G., 2022). By examining the use of computer-adaptive testing systems, automated grading tools, and online assessment platforms, this study sheds light on how technology is reshaping assessment practices in language instruction.…”

“…With English being one of the most in-demand skills worldwide, there has been a noticeable movement in English language instruction toward technology-enhanced approaches (Pratiwi et al, 2023). There is a huge and constantly growing library of digital resources accessible for English language training, ranging from immersive language learning apps to virtual reality simulations (Mavili & Kartal, 2022). They said, in similar way, the majority of technology integration initiatives appear to offer little more than an extra layer of functionality, such as the ability to play online vocabulary games or show information electronically, with minimal connection to the learning objectives.…”