SCAFFOLDING IN EFL SPEAKING DEVELOPMENT IN HIGHER EDUCATION: A SOCIOCULTURAL THEORY PERSPECTIVE.

Authors

  • Badriddinova Dildoraxon Abduvali kizi, Fotima Rafikova Master`s student, Kimyo International University in Tashkent Namangan Branch, Supervisor, Kimyo International University in Tashkent Namangan Branch.

Keywords:

Scaffolding, Sociocultural Theory, Zone of Proximal Development (ZPD), Speaking skill development, Oral proficiency, Higher education, Discourse scaffolding, EFL learners.

Abstract

 Scaffolding is an essential instructional strategy in language education, particularly in the development of speaking skills among higher education students. Grounded in Vygotsky’s Sociocultural Theory, scaffolding provides temporary, structured support that enables learners to perform beyond their independent level. This study explores the theoretical foundations of scaffolding, its types, and its effects on learners’ fluency, accuracy, and confidence in oral communication. Research indicates that guided interaction within the Zone of Proximal Development (ZPD), combined with intentional discourse scaffolding, significantly enhances speaking performance. The findings highlight the importance of structured support in fostering autonomous, confident, and fluent speakers.

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References

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Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wong, L. (2004). Classroom Interaction and Scaffolding Models. Routledge.

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Published

2025-12-24

How to Cite

Badriddinova Dildoraxon Abduvali kizi, Fotima Rafikova. (2025). SCAFFOLDING IN EFL SPEAKING DEVELOPMENT IN HIGHER EDUCATION: A SOCIOCULTURAL THEORY PERSPECTIVE. Journal of Applied Science and Social Science, 15(12), 1149–1153. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/2798

Issue

Vol. 15 No. 12 (2025): Volume 15 Issue 12

Section

Articles

License

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