EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING (IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL

EFFECTIVENESS OF INTERACTIVE PEER SCAFFOLDING
(IPS) IN ENHANCING EFL LEARNER’S SPEAKING SKILL

AUTHOR: TRAN THI MY LINH
SUPERVISOR: PHD. NGUYEN THI PHUONG HONG


RATIONALE

The scaffolding
method is a tool for
good learners to
help lower English
learners

Scaffolding method
helps learners
overcome
difficulties such as
lack of vocabulary,
ideas, grammar, and
pronunciation

Interactive
scaffolding helps
learners overcome
problems related to
English-speaking
skillsh

Interactive

scaffolding has been
applied in the
education system,
but still quite new to
English teachers
and learners.


AIM AND QUESTIONS OF THE STUDY
RESEARCH AIMS

RESEARCH QUESTIONS

This study was designed to investigate
how popularly interactive scaffolding is
used among EFL classes and what effects

1

learners may have from it.

2

• To what extent interactive
peer scaffolding is applied in
EFL classes?
• What are positive outcomes
EFL learners might have by
applying
interactive

scaffolding?


HYPOTHESES
HYPOTHESES 1

HYPOTHESES 2

Peer interactive scaffolding is only used in EFL classes
when students are asked.

Interactive scaffolding has positive impacts on
EFL learners:

Enhance their confidence

Improve their range of vocabulary

Grammar and pronunciation mistakes can be
corrected

Become more fluent and interactive

Boost their general verbal abilities


ORGANISATION OF THE STUDY


LITTERATURE REVIEW

DEFINITION OF SCAFFOLDING
The term “scaffolding” was conceptualized by
Wood, Bruner and Ross (1976), regarding a
kind of assistance provided by a more capable
person to a less capable one. Capable people
include not only teachers, experts but also
include more knowledgeable peers who will
help the learner to achieve language skills

ZONE OF PROXIMAL DEVELOPEMENT


FEATURES AND DISCIPLINES
FEATURES OF SCAFFOLDING

DISCIPLINES OF SCAFFOLDING


PEER SCAFFOLDING


THE EFFECTIVENESS OF INTERACTIVE SCAFFOLDING
AMONG PEERS


RESEARCH METHODOLOGY
SIGNIFICANCE OF RESEARCH

RESEARCH DESIGN

PROCEDURE AND DATA COLLECTION
PROCEDURE

DATA COLLECTION


DATA ANALYSIS
QUESTIONNAIRE

OBSERVATIONS


FREQUENCY OF USING IPS IN SPEAKING CLASS
DESCRIPTIVE STATISTICS

QUESTIONNAIRE RELIABILITY


THE EFFECTS OF INTERACTIVE PEERS SCAFFOLDING

DESCRIPTIVE STATISTICS
Survey questions

Min Max Mean

QUESTIONNAIRE RELIABILITY
Std. Dev

1. IPS helps me expand my range of

vocabulary.
2. IPS helps me develop more ideas when
dealing with new topics.
3. IPS helps me learn more new grammatical
structures.

2

5

4.04

0.579

1

5

4.09

0.666

1

5

3.79

0.679

4. IPS improves my grammar (I can use
those grammatical structures that I have
learnt previously.)

1

5

3.77

0.774

5. IPS helps me be able to correct my
grammatical mistakes by myself.

2

5

3.72

0.764

6. IPS improves my pronunciation skills.

2

5

4.01

0.673

7. IPS helps me be able to speak English
without preparation and hesitation.

2

5

3.64

0.809

8. IPS helps me become more fluent.

2

5

3.79

0.724

9. IPS helps me speak English with
confidence.
10. IPS helps me be able to express my
thoughts more easily.

2

5

3.99

0.733

2

5

3.81

0.730


OBSERVATION
CYCLE 1

CYCLE 2


SUMMARY OF THE STUDY


DISCUSSION
RESEARCH QUESTIONS

HYPOTHESES

IMPLICATIONS


LIMITATIONS AND RECOMMENDATIONS FOR
FURTHER RESEARCH
LIMITATION

RECOMMENDATIONS