Résumé:
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.
