EXPLORING SCAFFOLDING TECHNIQUES FOR LISTENING SKILL DEVELOPMENT: AN ACTION RESEARCH STUDY IN VIRTUAL TEACHING

Abstract

English is recognized as the standard language for communication in most parts of the world, and is utilized as a medium of instructions in Pakistan as well; therefore, it is taught as a mandatory subject in Pakistan at all levels of education. While teaching language, reading and writing are considered literary or academic skills, whereas, listening and speaking are oral skills that are mostly learned in a natural setting. However, learners do not get enough opportunities to practice oral skills in ESL/EFL contexts. Due to this reason, they usually lack fluent communication. The present study was qualitative in nature which employed action research design to understand the impact of scaffolding technique while teaching listening skills in virtual class. Primarily, the focus  of this study were struggling learners, including one female and two male students and the teacher as a participant observer. The data was collected from written feedback provided by students and teacher’s observations were recorded in a researcher diary after every session. Students’ feedback was analysed thematically. In addition, the researcher's diary also helped understand underlying perceptions of a teacher with scaffolding technique. The findings of the study revealed that teacher scaffolding is impactful, especially with struggling learners.