Using Scaffolding to Enhance ESL Speaking Motivation at Undergraduate Level

Abstract

Many studies have revealed that in the Asian context, undergraduates have lower competencies in writing and speaking when the four components of English as a Second Language (ESL) is concerned (Perera, 2010; Lile, 2002). In comparison to writing, the students have less proficiency in ESL speaking as they are exam oriented from school level (Perera, 2010). Canagarajah (1993) explains how students' desire for learning only grammar in a product-oriented manner enables them to be detached from cultural alienation while being examination oriented to pass the course and fulfil a socio-economic necessity. Since the exams focus mainly on writing and reading skills, the students lack chances of being exposed to speaking and listening. When speaking is concerned, students aren’t only de-motivated in the classroom but are anxiety driven and taciturn at all spheres. Many instructors have expressed their frustrations to find the reasons for the reticent behaviour and work out suitable strategies to help students (Soo & Goh, 2013). “Scaffolding” is introduced as a solution to this problem as it allows the students to get rid of their frustration and fear in expressing the language in front of the class among their peers and teachers. It facilitates student-centered learning by motivating the students to work together by deviating from the teacher-centered learning environment. Bruner’s Scaffolding Theory is incorporated in the research as it addresses the positive impact that is brought out via scaffold assistance provided by a peer or a well-known other to master ESL when socializing and interacting in ESL while interactively engaging in the tasks. It can be applied to enhance language motivation in the ESL classroom. The main objective of the research is to discuss how Scaffolding can improve language learners’ motivation and speaking confidence in the ESL classrooms andhow the eclectic method can be used in ESL learningThe positive and negative effects of scaffolding and its impact on the undergraduates’communicationconfidence in the Asian context will be analysed by incorporating other literature.