BA RIA VUNG TAU UNIVERSITY THESIS HA THI TRANG EFL STUDENTS’ PERCEPTIONS OF SCAFFOLDING ACTIVITIES IN LEARNING LISTENING SKILLS AT LONG HAI PHUOC TINH HIGH SCHOOL Ba Ria – Vung Tau 2022 MINISTRY OF ED[.]
INTRODUCTION
Background to the study
In modern society, learning foreign languages is essential for faster global integration English, as the international lingua franca, serves as a crucial tool for seamless communication worldwide Mastering English acts like a passport, opening doors to better job opportunities and higher salaries Proficiency in a foreign language enhances career prospects and facilitates international connection and cooperation.
In Vietnam, English is a mandatory subject across all educational levels, from elementary schools to universities The country's public school system primarily employs book-centered, teacher-centered, and grammar-translation teaching methods (Liu & Littlewood, 1997) Vietnamese English classes typically focus on listening to instructions, repeating teachers, and practicing linguistic models provided by instructors, reflecting prevalent pedagogical approaches (Pham).
In traditional English listening lessons, students typically listen to recorded audio and respond to questions, with teachers verifying their answers afterward While this method emphasizes listening comprehension results (Siegel, 2014), it often limits students' ability to develop other essential English listening skills As a result, many Vietnamese students, despite years of training, struggle to communicate effectively in English (Mai & Iwashita, 2012) Listening remains the most crucial of the four language skills for Vietnamese learners to master (Nguyen, 2014).
Goh (2000) identified ten real-time comprehension problems faced by EFL listeners, including rapid forgetting of heard information, difficulty recognizing familiar words, and an inability to create mental images from spoken speech She emphasized that these listening difficulties can be addressed through the use of cognitive, metacognitive, and social/emotional strategies, helping learners improve their listening skills effectively.
Scaffolding in education refers to the active support provided by instructors that enables students to complete tasks they cannot manage independently, requiring teacher involvement, student willingness, and appropriately challenging tasks (Mercer, 1995) According to Bruner (1985), scaffolding involves teachers guiding learners through incremental steps, adapting their support based on the learner’s ability to focus on each skill level Effective scaffolded learning demands teachers offer cognitive and strategic assistance tailored to students’ needs, challenges, and skill levels, fostering self-learning and autonomy A successful scaffolded activity balances challenge and encouragement, motivating students to develop their understanding and independence while the teacher assesses the necessary amount of support (Roehler & Cantlon).
Scaffolding is an educational approach that provides students with additional support as they acquire new skills, gradually reducing assistance as their competence improves This method ensures the transfer of learning responsibility from the instructor to the student, fostering independent mastery Based on Vygotsky's (1978) theory, scaffolding enables children to accomplish complex tasks they might not succeed in alone, emphasizing the importance of guided learning within the Zone of Proximal Development.
Vygotsky's research on scaffolding teaching methods has significantly influenced language education, emphasizing the importance of adult support and guidance for learners who cannot manage independently Recent developments have expanded the concept of scaffolding to include various instructional strategies such as recommendations, feedback, and sample work provided by teachers, peers, or technology According to Branfords and colleagues (1999), scaffolding can be offered through tutoring, performance systems, online assistance, and visual supports, making it a versatile approach to enhance student learning across different educational contexts.
At Long Hai-Phuoc Tinh High School, English listening instruction faces significant challenges due to the reliance on traditional textbooks, which are often unengaging, ineffective, and impractical Students struggle to stay focused and comprehend the fast-paced spoken content, indicating a need for more dynamic and interactive teaching methods While some teachers recognize these issues and are exploring new approaches such as scaffolding techniques, students’ listening comprehension skills have not shown substantial improvement Addressing these weaknesses requires adopting more engaging materials and innovative teaching strategies to enhance students' listening proficiency.
Statement of problems
Listening is a crucial skill in language learning and acquisition, providing an interactive and engaging way for learners to develop their abilities This complex and dynamic process offers knowledgeable, systematic, and intentional support, enhancing overall language proficiency Effective listening practice is essential for mastering new languages and achieving fluency.
Many educators and course designers have recognized the growing importance of teaching listening comprehension skills, sparking increased interest in this area Upon reviewing English textbooks, they discovered that certain effective strategies for developing listening skills are often overlooked in new school textbooks This highlights the need for more comprehensive and targeted approaches to enhance students' listening abilities in English language education.
Vietnamese students in the 10th grade often encounter listening exercises included in their English textbooks However, the listening and practice materials are often unevenly integrated, leading to limited student engagement Additionally, these exercises tend to lack interactivity, and the role of teachers in guiding or supporting listening activities remains unclear, hindering effective language development.
The traditional listening teaching methods in textbooks are insufficient for developing listening skills in English learners, as research shows that merely providing listening exercises and recorded speeches does not effectively improve listening comprehension Arnold (2005) argues that simply having students listen and answer questions is inadequate, as it can make learning boring and hinder skill development Many students feel intimidated by listening tasks and become discouraged when they realize they cannot understand much of the speech Consequently, at the initial stages of EFL learning, simultaneously developing listening and comprehension skills remains a significant challenge, highlighting the need for more effective, engaging listening instruction methods.
One major obstacle students face in developing listening skills is limited time, as their busy school schedules demand studying multiple subjects These academic commitments often negatively impact students' motivation and ability to practice listening effectively Additionally, parental expectations to excel in all subjects further hinder students from dedicating sufficient time and focus to improving their listening abilities.
Long Hai – Phuoc Tinh High School, situated in a rural town in Ba Ria – Vung Tau Province, faces challenges due to limited exposure to English among local students Notably, 10th graders at the school have a weaker English foundation compared to their peers in local middle schools, impacting their language learning opportunities.
10 have little exposure to English from a young age because they are limited by economic conditions to equip Internet-connected devices or listening devices to be able to contact English
Students often lack motivation to self-study and practice English skills, primarily because they see language learning applications only as tools for classroom tests Limited economic conditions restrict their opportunities to engage with real-life English applications, such as listening to favorite programs or communicating in authentic contexts Additionally, the availability of engaging listening practice materials is insufficient, with textbooks offering mainly monotonous dialogues that fail to inspire students Despite recent updates to the English textbooks in the Vietnamese education system, the paucity of diverse exercises and realistic content leaves students feeling unmotivated to practice listening at home.
Effective implementation of scaffolding techniques in teaching English listening skills is often hindered by a lack of expertise among teachers Many educators, especially those in their forties and fifties, may resist adopting new methods due to the time and effort required for change Teachers need comprehensive training to confidently lead students, clearly communicate their responsibilities, and provide necessary support However, currently, insufficient training and limited classroom time prevent teachers from effectively utilizing scaffolding strategies, impacting the success of student learning.
6 and do not actively practice at home, some instructors find it challenging to urge pupils to prepare for their English listening lessons or exams properly
Applying educational and psychological strategies based on scaffolding can significantly enhance 10th-grade students' English listening comprehension skills at Long Hai – Phuoc Tinh High School This guidance is crucial for EFL beginners who face challenges in real English listening contexts, due to complex listening skills and limited practice materials in high school textbooks Additionally, the study explores students' perceptions of the effectiveness of scaffolding teaching strategies to better understand their impact on learning outcomes Implementing these strategies offers a supportive framework that addresses the difficulties encountered by students and fosters improved listening proficiency.
Aims and objectives of the study
This study aims to explore EFL students' perceptions of scaffolding activities in developing listening skills at Long Hai-Phuoc Tinh High School The research seeks to understand how scaffolding techniques impact students' listening comprehension, engagement, and confidence Findings will provide valuable insights into effective instructional strategies for enhancing listening proficiency among high school EFL learners The study underscores the importance of tailored scaffolding activities to support student learning and improve overall language proficiency.
• To find out the EFL students' perceptions of the roles of scaffolding activities in learning listening skills at Long Hai-Phuoc Tinh High school
• To examine the EFL students' perceptions of the effectiveness of scaffolding activities on EFL students' listening skills.
Research questions
In order to attain the aforementioned objectives, the following research questions must be answered:
1 What are EFL students' perceptions of the roles of the scaffolding learning activities in learning listening skills at Long Hai-Phuoc Tinh High school?
2 What are EFL students' perceptions of the effectiveness of the scaffolding learning activities in learning listening skills at Long Hai-Phuoc Tinh High school?
Scope of the study
This study, conducted at Long Hai – Phuoc Tinh High School in Ba Ria – Vung Tau Province, investigates the effectiveness of scaffolding in teaching English listening skills Although teachers have recently applied scaffolding techniques, its impact remains unverified, prompting this research The study focuses on 10th grade students' perceptions of scaffolding’s role and effectiveness in enhancing their listening comprehension A mixed-methods approach, combining quantitative and qualitative data, was employed, utilizing questionnaires and semi-structured interviews to gather comprehensive insights from students.
Significance of the study
Research on teaching methods for EFL students is extensive, with scaffolding emerging as a prominent approach that has garnered significant scholarly attention According to Clark and Graves (2005), scaffolding is highly developed within the literacy field, supporting applications such as the Scaffolded Reading Experience, Reciprocal Teaching, and Direct Explanation of Comprehension Strategies In the Vietnamese EFL context, existing research primarily emphasizes reading and writing skills, indicating a gap that this study aims to address by contributing to the development of EFL listening proficiency.
This article explores eight essential comprehension skills, supported by practical, scaffolded exercises that demonstrate various levels of assistance teachers can provide to enhance English language understanding It highlights the importance of tailored teaching strategies to improve student outcomes Notably, this study is the first to incorporate students’ perspectives on the effectiveness of these teaching methods within a rural high school setting, where students have limited English proficiency These insights offer valuable guidance for educators seeking to optimize language instruction in similar contexts.
Definition of the study
Some vocabulary must be specified for the purpose of this research in order to provide a specific stance on the issues discussed:
Listening skills involve the ability to understand and interpret spoken language, making it a critical component of effective communication Listening is the process of receiving words through the ears, where recognition of speech sounds is essential It entails processing these sounds into meaningful words and sentences, enabling clear comprehension Developing strong listening skills enhances overall communication effectiveness and interpersonal understanding.
- Perception is the conscious organizing, interpretation, and experience of sensory information
Scaffolding is a teaching method that employs various instructional techniques to guide students toward greater knowledge and independence in learning This approach provides students with temporary support, enabling them to achieve levels of understanding and skill development they might not reach alone As students become more competent, supportive techniques like physical scaffolding are gradually phased out, allowing learners to take greater control of their educational journey Ultimately, scaffolding helps transfer the power of learning from the instructor to the student, fostering self-reliance and mastery.
Organization of the study
This research study is divided into five sections
Chapter 1 is an introductory section The first chapter contains background information, the reason for the study, the goals and objectives, the research questions, the scope of the investigation, the importance of the study, definitions of important words, and the arrangement of the thesis
Chapter 2 is the literature review that presents information regarding scaffolding strategies for improving listening abilities and their efficacy in increasing English listening skills This section also briefly highlights past studies conducted by both foreign and Vietnamese scholars Finally, in the literature review, a conceptual framework is provided
Chapter 3 depicts the study's approach The study design, the research site, the sample and sample methods, the research equipment, the data collection process, and the data processing procedures are all part of it
Chapter 4 summarizes the study's conclusions, which are based on data analysis from the questionnaire and semi-structured interview The data is also compared and contrasted with data from previous discussion studies
Chapter 5 highlights the significant findings of the thesis, the study's consequences, the research's limitations, and recommendations for further research
LITERATURE REVIEW
Scaffolding in teaching and learning
Scaffolding, as defined by the Oxford Dictionary (2004), refers to poles and boards connected to form structures that support or modify other constructions in the building industry However, the term "scaffolding" has been extensively used in the sciences for centuries In recent years, it has gained prominence in learning sciences, where it describes the support strategies used to facilitate student learning and skill development Understanding the evolution of "scaffolding" from construction to education highlights its significance in adaptive support systems that promote effective learning environments.
The term "scaffolding" was first introduced in educational contexts in 1976 by Wood et al., who borrowed the metaphor from building construction to illustrate how adult or expert support can enhance children's learning They emphasized that children who receive "just-in-time" scaffolding perform better on complex tasks compared to those without such support Since its inception, the concept of scaffolding has been extensively developed and supported by research within the learning sciences, highlighting its importance in educational strategies.
Scaffolding is closely linked to Lev Vygotsky's Social Constructivism Theory and his concept of the Zone of Proximal Development (ZPD) The ZPD describes the gap between a child's current ability to solve problems independently and their potential ability with guidance from adults or peers (Vygotsky, 1980) This means children can only accomplish certain learning tasks with assistance, highlighting the importance of supportive interaction Over time, educators have extended the idea of scaffolding from one-on-one adult-child support to broader contexts, including teacher-student interactions and large learning communities such as schools and organizations (Puntambekar & Hubscher, 2002).
Scaffolding, initially defined as a support structure for learning, has been further conceptualized by educational scholars as the additional assistance provided through tools, guidelines, and techniques used by instructors or peers These scaffolds are designed to help students achieve higher levels of learning performance that would be unattainable independently Therefore, scaffolding is considered essential instructional support offered by teachers to facilitate student learning and success (Jumaat & Tasir, 2014).
The rapid advancement of technology has expanded learning methods and reach beyond traditional venues, leading to diverse learning settings, learners, teachers, and scenarios Consequently, the concept of scaffolding has evolved and diversified to accommodate these new educational contexts (Jumaat & Tasir, 2014; Simons & Ertmer, 2005) The integration of information and communication technologies has further transformed instructional strategies, enhancing the effectiveness of scaffolding in modern learning environments.
Instructional scaffolding has expanded beyond traditional face-to-face settings to include technology-based and blended learning environments, reflecting its evolving role in education (McLoughlin, 2004) Recent research indicates that the concept of scaffolding is now widely recognized and understood within educational scholarship, highlighting its significance in supporting student learning across diverse modalities (Puntambekar and Hubscher).
(2005) questioned the growing usage of the scaffolding concept as a synonym for support Rasmussen (2001), for example, recognized scaffolding as a type of support for children and adolescents' development and learning
Since its inception in 1976, scaffolding has been extensively described and critiqued by educational scholars; however, there is no consensus on a single definition of the term "scaffolding" (Van de Pol et al., 2010) For the purposes of this study, Sawyer's (2005) definition of scaffolding is adopted, providing a clear understanding of its role in supporting student learning and development.
Scaffolding is a form of targeted support designed to assist students throughout their learning process It is tailored to meet individual student needs, helping them achieve specific learning goals Effective scaffolding enhances understanding and allows learners to develop skills more confidently and independently Proper scaffolding strategies are essential for fostering academic success and promoting active engagement in learning.
Scaffolding mechanisms, as outlined by Van de Pol et al (2010), include piquing students' interest, alleviating frustration, providing feedback, highlighting critical task elements, simulating expert processes, and questioning Engaging student interest and addressing dissatisfaction are crucial for establishing and maintaining motivation, which in turn supports the development of higher-order skills (Pino-Pasternak & Whitebread, 2010) Providing timely feedback helps students understand their performance levels, while highlighting key aspects of tasks guides them to focus their efforts effectively Modeling expert processes demonstrates how professionals approach challenges, encouraging students to adopt more expert-like strategies Overall, scaffolding plays an essential role in fostering motivation and promoting the development of independent, higher-level thinking skills.
Effective scaffolding in design education involves balancing two key mechanisms: structuring and problematizing Structuring aims to simplify complex activities to make them manageable for students, while problematizing encourages critical thinking and deep understanding Reiser (2004) emphasizes that scaffolding should ultimately facilitate skill acquisition, which is best achieved through problematization Over-simplification can hinder learning by failing to challenge students adequately, whereas meaningful scaffolding helps students focus on critical ideas and promotes active learning.
Belland (2014) categorized scaffolding into three main modalities: One-to- One Scaffolding, Peers Scaffolding, and Computer/Paper-based scaffolding
One-to-one scaffolding is considered the most effective approach because it precisely addresses individual student needs through tailored instructional and temporal support This method involves teachers providing contingent assistance within students' Zone of Proximal Development (ZPD), requiring continuous assessment of student competence (Van de Pol et al., 2010; Wood, 2003) Key mechanisms of one-to-one scaffolding include engaging student interest, managing frustration, offering targeted feedback, highlighting critical tasks, modeling expert strategies, and posing guiding questions To ensure students develop independence, fading strategies are recommended to gradually transfer responsibility away from the teacher (Van de Pol et al., 2010).
Scaffolding was originally defined as requiring assistance from a more capable individual (Wood et al., 1976) Other writers pushed the notion that peers
Peer scaffolding is a cost-effective strategy to support all students in a classroom, especially in groups of 30, by enabling pupils with varying skills to assist each other in reaching higher-level thinking (Gillies, 2008; Pata et al., 2006) For example, students with stronger English-speaking abilities can help English as a New Language learners improve through questioning and correcting their language production (Angelova et al., 2006) However, effective peer scaffolding requires students to have appropriate guidance, as those with similar skill levels may lack the expertise to support their peers adequately (King, 1998; Mercer et al., 2004) Therefore, equipping students with a structured framework is essential to facilitate beneficial peer scaffolding and ensure meaningful learning experiences.
Computer-based scaffolding is a digital tool designed to support student learning when traditional one-on-one instruction is unfeasible, addressing the challenge teachers face in providing individualized support to all students in K-12 settings It can analyze variables that make learning a topic difficult and complement in-person scaffolding efforts However, for maximum effectiveness in inquiry-based learning environments, teachers must also actively engage with students through personalized, real-time guidance, highlighting that computer-based scaffolding alone is insufficient without dynamic teacher support (Saye & Brush, 2002; McNeill & Krajcik, 2009).
This research focuses on one-to-one scaffolding as an effective instructional modality It is particularly suitable for practical settings such as Phuoc Tinh High School in Long Hai, where students primarily receive guided support from teachers during English listening activities Implementing personalized scaffolding techniques can enhance students' listening skills and overall language proficiency in this context.
2.1.4 Basic segments of scaffolding instruction
Scaffolding instruction emphasizes the importance of the "zone of proximal development" (ZPD), where teachers intervene to support student learning and help them progress beyond their current abilities It involves providing adaptable scaffolds that match students’ temporary capacities and gradually removing support as they develop, fostering active self-construction in learners The process includes designing listening activities around themes, guiding students through problem situations, encouraging independent exploration, promoting cooperative group work, and assessing outcomes based on autonomous learning, group contributions, and meaningful knowledge building Post-instruction evaluation considers students’ achievements, self-assessment, and alignment with new teaching paradigms, ensuring effective and growth-oriented learning experiences.
Role of Scaffolding toward EFL listening skills
Michell and Shapre (2005) define scaffolding as providing task-enabling assistance within the ZPD and facilitating co-regulation through language
2.2.1 Scaffolding as task-enabling support within the zone of proximal development
Scaffolding serves as a task-enabling assistance within Vygotsky's framework of learning as a "culture apprenticeship," where novices develop into members of their community's intellectual life through collaborative knowledge construction within the Zone of Proximal Development (ZPD) This process involves the support of more knowledgeable mentors, facilitating growth and understanding Additionally, this concept aligns with Tharp and Gallimore's (1990, 1998) view of ZPD instruction as "supported performance," emphasizing guided practice in mastering school literate discourse.
Wei's (1999) concept of scaffolding as a pedagogic activity within an apprenticeship model of education similarly emphasizes the dynamic, task-enabling
Scaffolding plays a crucial role in supporting learners' development within their Zone of Proximal Development (ZPD) by providing tailored assistance that enables them to complete tasks they cannot accomplish alone According to Wei (1999), scaffolding acts as the 'infrastructure' or support system arranged by the teacher to ensure the learner's success, with the amount of help decreasing as the learner's skills improve This dynamic process involves ongoing adjustment of support, allowing learners to internalize the scaffolding framework and eventually perform tasks independently As task complexity increases, more extensive scaffolding is provided, integrating technique shaping where task difficulty is adapted based on the learner's evolving competence, fostering developmental growth within the ZPD.
Scaffolding can be viewed as task-enabling assistance within teaching and learning contexts, as shown in Figure 2.1 adapted from Mariani (1997) This model highlights how classroom teaching techniques and routines influence students’ perceptions of their learning environment by providing different levels of difficulty and support When challenges surpass support, students may experience anxiety or frustration; conversely, if support exceeds challenges, they feel comfortable and confident Low levels of both challenges and support often lead to boredom or apathy, while high levels of both foster engagement and developmental growth.
This chart enhances understanding of Vygotsky's (1980) Zone of Proximal Development (ZPD), emphasizing that 'learning leads to development' and that 'minds are roused to life.' The ZPD is defined as the gap between a learner's current developmental level through independent problem-solving and their potential development when guided by adults or more experienced peers Recognizing this zone is crucial for supporting effective learning and fostering cognitive growth.
The model highlights that repeated classroom activities, both at the micro-level within tasks and at the macro-level across tasks, foster diverse cognitive and affective student engagements, leading to varied academic growth and agency It emphasizes the importance of focusing on students' learning dispositions and trajectories within zones of teaching and learning where teachers have significant influence and responsibility (Mariani, 1997) Scaffolding plays a crucial role at the micro-level, particularly in high-challenge, high-support tasks, serving as a vital pedagogic strategy within the 'development zone.' When developing EFL listening skills, effective scaffolding—whether by instructors or peers—must be more intensive for challenging listening exercises to facilitate meaningful progress.
Figure 2.1 Teaching-learning zones based on Mariani’s (1997) teaching style framework (p.4)
2.2.2 Scaffolding as language-mediated co-regulation
Vygotsky (1987) emphasized that language holds a unique position in shaping higher human consciousness, serving as a crucial tool that enables humans to act upon, control, and modify their physical, social, and semiotic environments As the 'tool of tools', language is fundamental in cognitive development and social interaction, highlighting its central role in human psychological growth.
1981) Language is the 'cultural toolbox for collaborative intellectual work' (Mercer,
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Effectiveness of Scaffolding in education
To successfully complete a task or solve a problem and acquire new knowledge, learners need to connect their prior knowledge and skills to the current learning environment This process involves creating new understanding while integrating previous experiences, but learners often face challenges such as self-regulation, choosing appropriate techniques, and making sound judgments Therefore, scaffolded activities are essential to support learners throughout the learning process and help them overcome these difficulties effectively.
Scaffolding, as part of "contextualized holistic approaches," emphasizes real-world learning activities to enable learners to apply their knowledge in practical situations (Reiser & Tabak, 2014) It involves teachers providing initial supports like clues, prompts, and scripts to guide relevant learning behaviors while continuously assessing learners' performance Over time, learners internalize these supports, gradually developing self-regulation skills with decreasing instructor assistance The fading phase signifies when external scaffolding is no longer needed, allowing learners to take responsibility for their learning and progress independently.
Scaffolding has been extensively studied for its significant role in enhancing learning, supporting knowledge acquisition, and ensuring learning success (Jumaat & Tasir, 2014) It is widely recommended as an effective teaching strategy across diverse educational settings, including online and blended learning environments (Huang et al., 2012) Numerous empirical research efforts have demonstrated that scaffolding positively impacts learners' engagement, perceptions, interactions, behaviors, performance, academic outcomes, and overall satisfaction.
Numerous empirical studies have been conducted on the efficacy of scaffolding from a variety of viewpoints
Research demonstrates that scaffolding significantly enhances students' metacognitive thinking, as shown by Reingold et al (2008), who found that instructor-led scaffolding in an online course about democracy and diversity improved reflective and metacognitive processes In their study, 68 experienced teachers from Bedouin and Jewish schools in Israel participated in asynchronous online forums, engaging in sensitive discussions on topics like democracy and intercultural conflict The instructor provided metacognitive scaffolds such as explaining the task's rationale, promoting integration of course materials, facilitating reflective writing, distinguishing between facts, opinions, and hypotheses, supervising text comprehension, emphasizing learning processes, and fostering participant interaction These scaffolds were associated with a significant increase in students' metacognitive reflections across personal, task, and strategy dimensions, indicating the effectiveness of targeted scaffolding in online teacher education.
27 improve students' reflection on their assignments and involvement with the learning community (Reingold et al., 2008)
Mercer et al (2004) demonstrated the effectiveness of the 'Thinking Together' approach, which promotes exploratory discussion to enhance primary school children's communication and reasoning skills in science classes Over twelve sessions, teachers scaffolded tasks through constructive questioning and modeling problem-solving techniques, aiming to improve critical questioning, idea exchange, and scientific reasoning among students The study found that students trained in using this approach were more capable of engaging in reasoning talks, as evidenced by speech transcripts, compared to untrained control groups Additionally, both experimental groups showed higher achievement levels in science learning at individual and group levels, highlighting the program’s positive impact on scientific understanding and communication skills.
Azevedo et al (2005) examined the impact of different scaffolding types—adaptive scaffolding (AS), fixed scaffolding (FS), and no scaffolding (NS)—on seventh and tenth-grade students learning about the circulatory system within a hypermedia environment The study found that students receiving AS, supported through external regulation by a human instructor, showed greater gains in declarative knowledge and more significant changes in mental models compared to those with FS or no scaffolding Both AS and FS students demonstrated improved understanding through assessments such as description tests, labeling activities, and essays, indicating that scaffolding enhances learning outcomes in complex scientific topics Notably, students in the AS condition exhibited the most remarkable improvement, highlighting the effectiveness of adaptive, human-supported scaffolding in promoting self-regulated learning in digital environments.
Students receiving AS treatment demonstrate more advanced mental models compared to their counterparts in other circumstances These students are also notably more skilled at self-regulating their learning, including planning, activating prior knowledge, monitoring their cognitive activities and progress toward learning goals, using various effective strategies, and seeking help adaptively (Azevedo et al., 2005).
Demetriadis et al (2008) found that scaffolding through questioning significantly enhances students' learning performance in poorly organized domains within technologically advanced, case-based educational environments Their study showed that computer science students who received elaborative question prompts to stimulate cognitive activities outperformed those who did not, demonstrating improved domain knowledge and transfer skills These findings suggest that effective questioning techniques serve as valuable scaffolds that activate students' cognitive processes, leading to better academic outcomes.
Previous Studies
Numerous studies have explored various scaffolding methods in education, highlighting their benefits for enhancing learning outcomes For example, Ebadi (2015) investigated the impact of three scaffolding strategies—using visuals, simplifying language, and requiring task completion—on the speaking and writing performance of 70 Iraqi EFL students His experiment involved dividing students into two equal groups, with one group receiving grammar instruction through scaffolding approaches and the other serving as a control group without such support These findings demonstrate the significant positive effect of scaffolding techniques on foreign language acquisition and communicative skills.
Recent research shows that students who receive conventional teaching techniques significantly outperform their peers in writing and speaking assessments Birjandi and Jazebi (2014) identified 55 scaffolding strategies used by EFL teachers to address various linguistic, cognitive, social, cultural, metacognitive, and emotional tasks, highlighting the diverse methods employed to support language learning Liang (2007) proposed a five-step scaffolding approach—comprising contextual awareness, controlled practice, model analysis, autonomous writing, collaboration, and text production—that enhances students’ ability to leverage grammatical knowledge and focus on meaningful language use rather than mere correctness Implementing these scaffolding strategies can lead to more effective language development and improved learner outcomes.
Extensive research has explored the impact of scaffolding strategies on developing the four key language skills: reading (Ghaffarsamar & Dehghan, 2013; Rahimi & Ghanbari, 2011), speaking (Abdul-Majeed & Muhammad, 2015; Ezza, 2013), writing (Veerappan, Suan & Sulaiman, 2011; Zarandi & Rahbar, 2014), and listening (AlYami, 2008; Safa & Rozati, 2016).
However, in the context of Vietnam, studies on scaffolding methods for EFL mainly focus on speaking skills (Nguyen, 2013), writing skills (Le and Nguyen,
2010), reading (Hong and Nguyen, 2019) and the general educational context (Pham, 2017)
Nguyen (2013) investigated how Vietnamese EFL students engage in peer scaffolding during collaborative presentations and how these interactions enhance their learning experiences Through reflective reports and interviews with 12 students, the study identified six key types of peer scaffolding behaviors, including pooling ideas and resources, sharing workloads, and providing technological assistance These collaborative practices significantly contribute to students' language development and overall learning in EFL classrooms.
Collaborative pairing in scaffolding activities fosters reciprocal assistance among peers, enhancing learning outcomes and supporting prior research on effective peer support Peer-scaffolding behaviors are identified as key characteristics in facilitating language development, particularly in EFL speaking skills This study extends existing literature by exploring scaffolding methods within EFL contexts and highlights significant educational and theoretical implications based on the findings Responding to audience queries and providing peer reviews contribute to effective support, reinforcing the importance of collaborative learning strategies in language education.
Le and Nguyen (2010) conducted a study using questionnaires to assess the effectiveness of scaffolding in a multi-level ESL writing class Their research involved fifteen students with English proficiency levels ranging from lower-intermediate to upper-intermediate The findings indicate that collaborative assignment creation between instructors and students, or among students themselves, made writing exercises more engaging and successful This cooperative approach enhanced overall student improvement and addressed the shortcomings of traditional, less supportive writing classroom practices.
Scaffolding is widely recognized as an effective training method for teaching learners at various levels It can be applied not only to academic writing but also to other language skills, making it a versatile instructional approach By implementing scaffolding techniques, teachers can foster an inclusive learning environment that supports all students, enabling them to reach their full potential in the classroom.
To effectively utilize peer interaction as a language resource, especially in environments with limited resources and mixed ability learners (Hess, 2001, p.10), teachers should foster collaborative learning Addressing the challenges of mixed ability classes, where higher-level students may feel bored and lower-level students may become frustrated, requires careful scaffolding Successful scaffolding involves gradually adapting instructional strategies to meet the diverse needs of individual students, ensuring inclusive and effective language development.
Hong and Nguyen (2019) conducted a descriptive study on teachers' beliefs and practices in scaffolding students' reading comprehension through questioning strategies during the pre-reading stage, focusing on lower secondary schools in the Mekong Delta region of Vietnam Their research involved questionnaires, classroom observations, and semi-structured interviews with 64 foreign language teachers to explore how instructional questions facilitate reading understanding The findings highlight the importance of selecting appropriate question types and emphasize that interaction between teachers and students is a crucial element of effective questioning strategies Additionally, the study recommends encouraging active participation from both teachers and students to enhance reading comprehension, while also stressing the need for teachers to provide suitable scaffolding to optimize learning outcomes.
While many studies have explored the effectiveness of scaffolding in learning English, there is limited research on students' perceptions of its role and impact in teaching and learning EFL listening skills Specifically, in the Vietnamese EFL/ESL context, research on scaffolding and listening comprehension remains scarce, highlighting the need for further investigation in this area Developing a deeper understanding of how scaffolding influences listening skill development can enhance teaching strategies and improve learner outcomes in Vietnam.
Conceptual framework
This study's theoretical framework highlights that most senior high school students in Vietnam struggle to understand their English teachers and listening materials, hindering their ability to complete assignments effectively Recognizing that English is a second language for these students, the research emphasizes the challenges they face in adapting quickly and effortlessly Therefore, it is crucial for teachers to provide proper and creative scaffolding throughout the educational process to support students’ language development and improve their comprehension skills.
This research examines how scaffolding influences teachers' decisions when preparing lectures for EFL listening classes, focusing on its role and effectiveness Scaffolding serves as language-mediated co-regulation and task-enabling support within the zone of proximal development, impacting instructional strategies (Michell & Sharpe, 2005) Its effectiveness enhances learners' knowledge acquisition and overall learning success, which in turn fosters improvements in students' language abilities (Jumaat & Tasir, 2014) The interaction between scaffolding and EFL students' listening skills demonstrates how targeted support can facilitate language development, as illustrated in Figure 2.2.
Figure 2.2 Conceptual framework of the relationships of EFL listening skills and scaffolding
Summary
This chapter discusses scaffolding in the educational context and its role and effectiveness towards EFL listening skills Previous studies and research are reviewed for a better understanding of research objects
RESEARCH METHODOLOGY
Research design
This study employed a mixed-method approach to explore EFL students' perceptions of scaffolding activities in listening skills development Quantitative data were gathered through a closed-ended questionnaire distributed to 120 students across three classes at Long Hai-Phuoc Tinh High School, while qualitative insights were obtained via semi-structured interviews with 10 students The semi-structured interviews involved prearranged questions, with additional flexible questions to deepen understanding of students' perspectives on scaffolding strategies in listening comprehension.
Research site
The site selected for the research was in Long Hai-Phuoc Tinh High school located in Long Hai town, Long Dien district, Ba Ria - Vung Tau province Built in
Long Hai-Phuoc Tinh High School, established in 2005, is one of thirty-five high schools in Ba Ria-Vũng Tàu province Located in a remote area with limited access to diverse learning resources, the school faces challenges in providing students with ample opportunities to learn English effectively Despite its regional significance, the school's infrastructure shortage impacts students' exposure to comprehensive language learning experiences Addressing these resource limitations is essential to enhance English proficiency and educational quality for students in this underserved area.
The school hosted over 54 instructors and approximately 350 tenth-grade students, providing a vibrant learning environment It offers three grade levels—tenth, eleventh, and twelfth—with each grade comprising ten classrooms Class sizes range from 30 to 38 students, ensuring an engaging and manageable educational setting The school employs a dedicated team of eight English teachers, including six females and two males, to support students' language development and academic success.
In recent years, the school has invested in modern facilities like computers, projectors, and televisions to enhance English education However, the limited IT skills of some teachers hindered effective integration of these resources into the classroom As a result, teaching methods remained traditional, and student performance in English continued to be underwhelming due to their persistently low language proficiency.
This thesis utilizes listening lessons from the grade-ten English textbook, compiled by Vietnam Publishing House according to the pilot English general education program for lower secondary students, based on Decision No 5209/QD-BGDDT (2012) The textbook aligns with the Ministry of Education's curricular framework, aiming to develop students' basic skills in listening, speaking, reading, and writing with correct pronunciation and practical exercises Students at Long Hai-Phuoc Tinh High School study English for the same duration as their peers across Ba Ria – Vung Tau Province, attending five lessons weekly totaling 225 hours However, limited class time presents challenges to effective English teaching and learning.
During the listening class, students received scaffolding treatment, which involved providing step-by-step guidance for challenging tasks to help them independently solve problems The teacher facilitated the learning process by offering opportunities to build on prior knowledge and acquire new skills during the pre-listening stage Throughout the during-listening phase, students were encouraged to seek teacher assistance to successfully complete listening tasks, promoting active engagement and better comprehension.
36 final stage, the teacher helped her students to reviewed expressions, vocabulary and essential issues of the lessons.
Sample and sampling procedures
This study utilized purposive sampling, a method praised by Creswell (2012) for its effectiveness in ensuring accessibility and ease of conducting research The selection process involved three steps: first, the researcher identified students from their own English classes; second, they sought assistance from Long Hai – Phuoc Tinh High School leaders to distribute printed questionnaires to teachers; and third, after collecting responses through various methods, a subset of participants was randomly selected for individual semi-structured interviews to gather in-depth insights.
120 high school ten graders were selected based on their willingness to answer the survey, and ten were asked randomly to participate in the interview section
This study involved 120 male and female EFL learners from Long Hai-Phuoc Tinh High School in Vietnam, all studying the Ministry of Education and Training's latest English textbook The participants primarily came from rural areas, with only a small number demonstrating confidence and engagement in their English studies The majority of students experienced challenges in learning English, despite it being a mandatory subject for all.
Table 3.1 Demographic information of the participants
3 Time of listening practice/week
Less than 1 hour 61 50.8 Less than 2 hours 35 29.2 More than 2 hours 17 14.2
5 How long to study Extra
Less than 1 year 20 41.7 Less than 2 years 18 37.5 More than 2 years 9 18.8
The demographic profile of the 120 respondents indicates that 43.3% were male and 56.7% female, with all students being 16 years old at the time of the survey Approximately 95% of participants dedicated time to self-practice listening skills Additionally, 60% reported not attending any extra English courses, while among the 40% who did, most studied for less than a year (41.7%), followed by less than two years (37.5%), with fewer students studying more than two years (18.8%) or falling into other categories (2.1%) These demographics suggest that the participants' characteristics align well with the objectives of the current research.
Research instruments
The research instrument is a tool that the writer uses to gather data To collect data for addressing the two research questions, the author used the mixed-method
This study employed both quantitative and qualitative data collection methods, utilizing closed-ended questionnaires and semi-structured interviews The researcher was responsible for explaining the procedures, providing instructions, and distributing the instruments to participants, who were fully informed about the study's objectives and participated voluntarily To ensure validity and reliability, the questionnaire and interview questions were reviewed and validated by an expert in English language studies before distribution.
A questionnaire, as defined by Crouch and Housden (2000), is a research instrument comprising a series of questions designed to gather information from a sample population In a recent study, 120 tenth-grade students participated by completing questionnaires with pre-programmed questions Their written responses provided valuable data for analysis, making questionnaires an effective tool for collecting targeted information in educational research.
A questionnaire was utilized to assess students' perceptions of the role of scaffolding learning activities in developing listening skills The researcher chose this method due to its cost-effectiveness and ability to provide sufficient time for participants to thoroughly express their views Closed questions simplified the response process, minimizing the effort required from respondents and reducing the potential for interviewer bias, thus ensuring more accurate and reliable data collection.
The questionnaire is adapted from the research of Taghizadeh and Saadatju
In 2020, research was conducted on engineering students’ needs for listening scaffolding strategies and their perceptions of instructor performance in an academic listening course The study identified key factors influencing students' listening development and highlighted the importance of effective scaffolding To align with the current research objectives, some questionnaire items from the original study were adopted and thoughtfully modified to better suit the specific focus and questions of this investigation, ensuring relevance and accuracy.
The questionnaire comprised 38 questions divided into three sections: A, B, and C Section A collected demographic information such as names, genders, and English learning experiences, while Sections B and C focused on students’ perceptions of scaffolding learning activities related to listening skills Section B included 34 items rated on a five-point Likert scale, assessing perceptions of the roles of scaffolding activities, with responses ranging from Strongly Disagree (1) to Strongly Agree (5) Section C evaluated the perceived effectiveness of these activities, using the same five-point scale To ensure accurate responses and validity, the questionnaire was translated into Vietnamese, facilitating better understanding among students.
Wilkinson and Birmingham (2003) identified three interview models, with the unstructured interview being highly adaptable but potentially challenging to plan, as the discussion is guided by the interviewee, which may lead to deviations from key topics The semi-structured interview offers a more controlled approach, where the interviewer prepares specific questions while allowing the interviewee to influence the conversation flow based on their responses, facilitating a balanced and focused information exchange.
The researcher is better equipped to interpret the data after selecting the appropriate interview method The structured interview involves a predetermined sequence of questions set by the researcher, ensuring consistency across interviews In contrast, the semi-structured interview offers a more flexible framework, facilitating easier analysis of responses Therefore, the semi-structured interview was chosen to explore students’ perceptions of the role and effectiveness of scaffolding activities in listening learning Additionally, the questionnaire was translated into Vietnamese, allowing students to respond comfortably in their native language.
Data collection procedures
During the 2021-2022 academic year, data was collected at the end of the second semester to ensure comprehensive research insights Prior to the main study, the questionnaires and semi-structured interview questions were pre-tested on three students with similar characteristics to the target sample, identifying and correcting any ambiguities or unclear instructions This pilot testing, conducted one week before the actual data collection, allowed necessary refinements to enhance validity, reliability, and clarity of the research instruments For data collection, 120 questionnaires were distributed to Grade 10 students at Long Hai-Phuoc Tinh High School, with clear instructions and the purpose of the study communicated to all participants Students were given two days to complete the questionnaires, with the researcher organizing distribution and collection within a single day each to streamline the process and ensure data accuracy.
A semi-structured interview was conducted with 10 students to gather qualitative insights efficiently, with each student spending five to seven minutes responding in Vietnamese about their perceptions of the effectiveness of scaffolding learning activities for listening skills The interviews’ purpose was disclosed beforehand, and responses were recorded for analysis, ensuring data confidentiality by submitting anonymous questionnaires The collected qualitative data was analyzed through content analysis to assess students' views on the impact of scaffolding strategies on their listening skill development, reducing the time and effort typically required for data collection.
Data analysis procedures
The data were analyzed using SPSS version 20.0, focusing on mean and standard deviation to determine overall values Quantitative and qualitative data were distinguished, and descriptive statistics such as mean (M) and standard deviation (Std.) were calculated The interval coefficient method was applied across five points to rank the mean scores of all items The interpretation of these mean scores reflects EFL students’ perceptions regarding the roles and effectiveness of scaffolding learning activities in enhancing listening skills.
Semi-structured interview questions were utilized to collect and interpret qualitative data effectively The collected data was translated into English specifically for research purposes, ensuring accurate analysis Subsequently, the interview responses were analyzed through content analysis to extract meaningful insights, supporting the study's objectives.
This study employed a comprehensive 42-step approach encompassing familiarization and organization, coding and recoding, as well as summarizing and interpreting data Each interviewee was systematically assigned a unique code, ranging from S1 to S10, to ensure confidentiality and accurate data tracking Their key expressions related to the targeted variables were carefully documented on a sheet, facilitating thorough analysis and meaningful interpretation of the results.
Reliability and Validity
Research instruments are evaluated based on validity, reliability, and objectivity As Fraenkel and Wallen (1996) explain, the validity of an instrument must be considered within the researcher's assumptions about specific themes or regions Essentially, researchers need reliable instruments to accurately confirm findings related to participants’ perceptions and attitudes.
The questionnaires were carefully pre-tested to ensure their validity and reliability before being administered to the sample, addressing potential issues with the research tools Closed-ended questions were used to minimize the risk of respondents providing misleading information, thereby enhancing data accuracy This pre-testing process also helped identify and resolve ambiguous or poorly worded questions and ensured that instructions were clear to respondents, ultimately resulting in valid and reliable data for the study.
To ensure the validity and reliability of the findings, SPSS was used to analyze respondents' scores The data was entered into SPSS to calculate Cronbach’s Alpha, confirming the internal consistency and reliability of the survey items, as recommended by Fraenkel and Wallen.
According to the 2009 study, a Cronbach’s Alpha value exceeding 0.700 indicates that the items are reliable As shown in Table 3.2, the questionnaire demonstrated overall reliability, with most Cronbach’s Alpha scores for individual items surpassing the 0.700 threshold.
It suggested that the questionnaire's reliability was high Questionnaires were
43 delivered directly for greater follow-up and further conversation between the researcher and respondents on issues that needed clarity
Number of items Students' perceptions of the roles of the scaffolding learning activities in learning listening skills
Scaffolding as task-enabling support within the zone of proximal development 0.858 18
Scaffolding as language-mediated co-regulation 0.799 10
Students' perceptions of the effectiveness of the scaffolding learning activities in learning listening skills
This study involved a large sample of respondents, whose confidentiality was strictly maintained to ensure accurate and reliable data collection Participants felt comfortable answering personal questions honestly, enhancing the validity of the research findings They were fully informed about the study's objectives, the importance of their contributions, and the measures taken to guarantee their privacy and security throughout the process.
This chapter offers a comprehensive overview of the study design, including the rationale for selecting the specific approach and details about the samples used It explains how research instruments, such as questionnaires and semi-structured interviews, were developed and validated to ensure reliability and accuracy.
This study emphasizes the importance of accuracy and reliability in data collection, utilizing both questionnaires and semi-structured interviews to gather precise information The subsequent chapter focuses on analyzing and presenting these collected results, providing a comprehensive discussion of key findings and insights.