Abstract

This study aimed to evaluate the effectiveness of scaffolding instructions for speaking skill of secondary school students in Punjab.The Randomized Pretest-Posttest Control Group Design was used in the study.Sample of the study consisted of 20 students for both groups,the experimental groupand the control group. The experimental group exposed to scaffolding instructions aimed at developing the students’ speaking skill. Scaffolding instructions including modeling, think pair share, group discussions and speaking frames (sentence starters, sentence sequencing and sentence frames) were used. And the control group received the usual traditional method of instructions.Relevant data was analyzed to test the hypothesis. Mean, standard deviation, and difference of means were computed for each group. To measure the significance of the difference between the means of the two groups, a t-test of independent sample was applied. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post-test scores was tested at a 0.05 level. Collected data were fed into the ‘‘statistical package for social sciences’’ (SPSS) program. Data were analyzed by applying the t-test for independent samples.ACTFL proficiency guidelines 2012 were also used to analyze the speaking skill of the students.The results of this study revealed that the experimental group was better in speaking skill while the control group failed in speaking naturally and fluently.

Key words: Scaffolding Instruction, speaking skill