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RJSH

Rangsit Journal of Social Sciences and Humanities

ISSN 2286-976X (Print)

ISSN 2539-5513 (Online)

Suggestions on How to Use Scaffolding to Enhance Interactional Competence in the EFL Speaking Class

  • Sutinee Pourpornpong, English Language Teaching Program, Graduate School of Human Sciences, Assumption University, Bangkok, 10240 Thailand, Email: lovelyboobee@gmail.com

Abstract

This article reports the research evidence found from using scaffolding as an intervention in order to improve students’ interactional competence (IC) in the EFL speaking class. The research was conducted at Chandrakasem Rajabhat University and thirty eight of third year English major students were participated in this study.

The empirical evidence on scaffolding for speaking class indicated that scaffolding is a flexible teaching method that can be used to assist different levels of students’ speaking competency. However, to gain effectiveness and improvement, several practices are required. To achieve the ultimate goal in improving students’ IC, the teacher must be keen and have great understanding towards scaffolding instructions. Similarly, the teacher must pay attention to students’ speaking abilities, interests, and their limitations so each student can be assisted timely and appropriately. Lastly, the teacher must be able to demonstrate and describe his/her expectations towards students’ interactional competence development clearly. Useful and supportive feedback are critical for students’ improvement.

Keywords: Sutinee Pourpornpong, Interactional competence, EFL speaking classroom, Feedback

PDF (330.69 KB)

DOI: 10.14456/rjsh.2020.4

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