SCAFFOLDING APPROACH IN TEACHING SPEAKING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CONTEXT
Abstract
Abstract
The scaffolding approach, rooted in sociocultural theory, plays a crucial role in
teaching speaking in English as a Foreign Language (EFL) settings. This article
explores the concept of scaffolding and its application to speaking instruction, focusing
on practical strategies that promote learner autonomy and fluency. It examines
scaffolding’s theoretical underpinnings, such as Vygotsky's Zone of Proximal
Development (ZPD), and its implementation through techniques like modeling,
prompting, collaborative tasks, and feedback. Challenges in applying scaffolding are
also discussed, alongside solutions to overcome these hurdles. The article concludes
with insights into how scaffolding enhances the learning process, making it an
indispensable approach in EFL speaking classrooms.
References
References
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