User Experience and Behavior Concerning Digital Scaffolding During EFL Speaking Practice: A Mixed-Method Study in a German 9th Grade EFL Classroom

User Experience and Behavior Concerning Digital Scaffolding During EFL Speaking Practice: A Mixed-Method Study in a German 9th Grade EFL Classroom

Svea Carolyn Wucherpfennig
Copyright: © 2024 |Pages: 31
DOI: 10.4018/979-8-3693-2687-9.ch004
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Abstract

This exploratory mixed-method study investigates the scaffolding mechanisms incorporated into ChatClass, an educational chatbot application primarily designed to offer speaking tasks to users, in a German 9th-grade English as a Foreign Language (EFL) classroom setting. Addressing the growing importance of speaking skills in language education, and the opportunities technological advances can offer regarding individual-suitable scaffolds during speaking exercises, this study employs a theoretical look at scaffolding, and speaking in the EFL classroom. Based on a three-month classroom intervention, the research involves 18 students, utilizing triangulated data from questionnaires, classroom observations, and language tests to better comprehend students' needs regarding scaffolding options during digitally enhanced practice phases in class.
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Literature Review

The following literature review first discusses speaking as a competence in the EFL classroom and how its nature presents learners with various difficulties, highlighting the importance of scaffolding in the EFL classroom. Next scaffolding will be further explored and a look at strategies and functions will be discussed. This will be followed by a closer look at scaffolding in the context of practicing speaking skills. And finally, a look at the implementation of scaffolding during digitally supported speaking practice will be taken.

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