HIGH SCHOOL EFL STUDENTS’ PERCEPTIONS OF SCAFFOLDING LEARNING ACTIVITIES IN LEARNING LISTENING SKILLS

Abstract

This paper reports a study on high school EFL students’ perceptions of scaffolding learning activities in learning listening skills. The study was conducted at a high school in Ba Ria-Vung Tau province, and it involved a cohort of 120 students in grade 10 who partook in answering the questionnaires. The gleaned data was processed by the software SPSS in terms of descriptive statistics. The results indicated that high school EFL students perceived the roles of the scaffolding learning activities in learning listening skills as task-enabling support within the zone of proximal development and as language-mediated co-regulation. Additionally, EFL students believed the scaffolding learning activities were effective in enhancing their listening skills. This paper also presents the pedagogical implications drawn from the findings, which is hoped to be beneficial to EFL teachers and students in the research context and those in other similar ones, and to shed light on further similar studies.