Teachers’ Scaffolding in Developing EFL Learners Conversational Skills: The Case of First-year Students at the Department of English at Ibn Khaldoun University-Tiaret.

Abstract

Scaffolding involves the teacher's role in structuring and facilitating learning and speaking experiences to support students in acquiring new knowledge and skills. Scaffolding strategies enable learners to engage in meaningful conversations, gradually building their confidence and competence in speaking the target language. The teacher's role in creating a supportive learning environment, structuring speaking activities, and providing feedback allows students to practice and refine their communication skills. However, the acquisition of speaking skills poses challenges for second language learners, given the intricate nature of enhancing oral proficiency. Recognizing this, the purpose of conducting this study is to address the psychological and linguistic difficulties faced by LMD1 students and provide them with the necessary support and guidance to overcome these challenges. Additionally, it seeks to identify appropriate scaffolding strategies that best align with learners‟ speaking abilities. The findings underscore the vital role of teachers in assisting learners' development of conversational skills.