Analyzing the Influence of Scaffolding Techniques on Grammar Instruction in Primary TEFL Settings

Abstract

This research aims to explore the effectiveness of scaffolding on the teaching of grammar in primary EFL classrooms of Saudi Arabia were teacher. This research focuses on the pedagogical influence of the students’ writing to solve the problem of foregrounded grammar instruction through the use of scaffolding in many Saudi Arabia context. The target population was 120 fifth-grade students who were organized into experimental group, which was instructed using scaffolded approach and a control group, which was instructed using traditional approach. Scaffolding which was used was feedback, guided practice, modeling and questioning. The results of research state that students of the experimental group demonstrated significantly fewer losses in grammar proficiency due to the use of scaffolding Teenagers and feedback and guided practice produced the highest effect in terms of increased interest and improvement in task completion. Some teachers reported noticing difficulties in actually applying scaffolding strategies, including in one of the practical areas – preparation time. Implications of these results are that scaffolding has a significant potential in the enhancement of grammar instruction in Saudi EFL classrooms but for that to be successfully implemented, logistical support is needed. This research offers understanding of scaffolding for constructivist student-centred EFL teaching those benefits from the application of Saudi Arabia’s Vision 2030 of educational reform.