International Journal of Language & Linguistics

Improving ESL Students’ Speaking Ability through Instructional Scaffolding
LelanieBasco, Thomas Nickle, Ok-Soon Kim

Abstract
This action research aimed to determine the students’ level of speaking skill before and after instructional scaffolding and to ascertain the most helpful scaffolding strategy for the students.Participants in this study were the students from four ESL classes. Four scaffolding strategies were used and an evaluation sheet was given to the students at the end of the four sessions. The results revealed that the students have medium level speaking skill before and after instructional scaffolding. However, an increase in the students’ average score after the instructional scaffolding sessions was evident. Making conversation from the question cards is the most helpful scaffolding strategy for the students. This study concluded that instructional scaffolding is an effective way to improve students’ speaking skill. It is a recommendation to continue using instructional scaffolding in teaching all language skills. Specifically, the use of questions cards for speaking tests and activities should be maintained and encouraged. Vocabulary learning should also be allocated more time during ESL classes.

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