Technology-based Scaffolding For English Language Learning

Foreign language teaching has changed as a result of entrancell of computers in EFL classrooms.Current computers with high potentialities can make EFL teachers use different language learning programs in order to attract EFL learners.In spite of the importance of technology in enhancing learners' language learning skills,there are still some problems in utilizing it in language classrooms.Some EFL teachers,consciously or unconsciously,devote little attention to technology,as they do not know how it can help to improve learners' language abilities effectively.Thus,it is researchers' responsibility to provide teachers with effective methods in enhancing learning using technology.The present study was designed to explore the effectiveness of non-technological scaffolding versus technology-based scaffolding in EFL learners' language proficiency.This study was going to find out to what extent technology-based scaffolding improves EFL learners' productive(speaking and writing)and receptive(listening and reading)skills.The following research questions were posed to address the objectives of the study:1.To what extent could non-technological scaffolding affect EFL learners'speaking and writing ability?2.To what extent could non-technological scaffolding affect EFL learners'listening and reading ability?3.To what extent could technology-based scaffolding affect EFL learners'speaking and writing ability?4.To what extent could technology-based scaffolding affect EFL learners'listening and reading ability?A sample of 60 EFL learners were selected to participate in this study.They were selected regarding their performance on Preliminary English Test(PET).Their level of English language proficiency was intermediate.To collect data and address the research objectives of this study,two instruments were used.PET was used to determine learners' level of language proficiency,and IELTS was used to compare the learners' language proficiency at the beginning and end of the study.The participants were assigned into three equal groups of technology-based scaffolding,non-technological scaffolding.In the technology-based scaffolding,a software was designed by a computer technician consisting of different tasks,which function as scaffolding.In non-technological scaffolding group,the language instruction was based on activities which provided the maximum assistance.The groups took posttest in order to measure the participants' progress.The tests were rated by two raters and a high inter-rater reliability was achieved.The results of two-way ANOVA showed that the speaking and writing as well as reading and listening of Chinese EFL learners in both non-technological and technology-based scaffolding was developed.In addition,it was found that technology-based scaffolding was more effective in developing Chinese EFL learners'language proficiency.The findings shed light on the ways of using scaffolding to develop different foreign language skills.It is also suggested that technology-based scaffolding is conducive to student learning even though there is a change in teaching method.To provide concrete scaffolding to facilitate foreign language learning,the teacher offered linguistic support to students,addressed their language and background knowledge,adopted technology-based instruction,and provided student interactions for them to learn English language.Technology-based scaffolding helped EFL learners improve their learning,individualized instruction,authenticity,and efficiency.