Investigating the Role of Teacher’s Scaffolding Strategies in Enhancing EFL Learners' Speaking Skills The Case of Second Year Pupils at Middle School Bordj Bou Arreridj

Abstract

Abstract The current research attempts to investigate the role of teachers’ scaffolding strategies to enhance EFL learners' speaking skill using Walqui's strategies by identifying the different scaffolding strategies that most of the teachers utilize in the classroom during oral sessions. It is conducted at Oucham Saleh Middle School with Second year English Students. In order to achieve the aim, two data collection tools are used: a classroom observation to observe teachers and learners in a natural setting, and interviews to teachers of the speaking module. As far as data analysis is concerned, descriptive analysis is employed to analyze the qualitative data collected from classroom observation, and for the interview a Qualitative Content Analysis is used. The findings of the study have shown that the teachers implement different scaffolding strategies in the speaking module, particularly: ʻBridging, Modeling, Text representation, Contextualization, Schema building and Developing meta-cognition ʼ, affirming that these strategies help students overcome to their speaking problems, develop their language proficiency, build their confidence, develop their meta-cognitive skills, and help them to become more effective communicators.