Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues

ABSTRACT

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.

KEYWORDS:

• Cognition
• online peers
• scaffolding behavior
• speaking

Acknowledgements

The most excellent thanks go to Lembaga Pengelola Dana Pendidikan (LPDP) of the Republic of Indonesia, who supported the publication of this article. In keeping with this, we would like to express our gratitude to the Ministry of Education and Culture (KEMDIKBUD) of the Republic of Indonesia through Pusat Layanan Pembiayaan (PUSLAPDIK) for sponsoring this project.

Last but not least, we would like to express special thanks to Mr. Ronald Tambunan, a research assistant who made a great contribution during the collection of data.

Disclosure statement

No potential conflict of interest was reported by the author.