Articles

Multi-Tiered Scaffolding and Scaffold Fading in Teaching Chinese as a Second Language: Effects on Oral Proficiency and Pragmatic Adaptability

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While instructional scaffolding is widely recognized in Second Language Acquisition (SLA), its synchronous integration and the subsequent effects of scaffold fading in Teaching Chinese as a Second Language (TCSL) remain underexplored. This study proposes and empirically validates a multi-tiered scaffolding model—comprising linguistic, practice, and experiential scaffolds—tailored for TCSL oral instruction. A quasi-experimental, mixed-methods design was employed over a 15-week semester with 60 Vietnamese L1 learners. Quantitative data from pre- and post-tests, alongside pragmatic role-plays across three time points, demonstrated that the intervention significantly enhanced oral proficiency, yielding a massive effect size (Cohen’s d = 2.15) and effectively mitigating L1 tonal interference. Repeated Measures ANOVA confirmed the accelerated proceduralization of communicative competence (partial η² = .52). Furthermore, linear regression analysis of post-intervention survey data revealed that systematic scaffold fading is a significant predictor of sustained pragmatic adaptability and learner autonomy (R² = .41, p < .001). These findings advance Vygotskian Constructivism by providing a cohesive empirical evaluation framework, underscoring the necessity of intentional pedagogical withdrawal to cultivate an autonomy-driven learning ecosystem in global language education.​

Integrating Think-Pair-Share with Chain Drill to Enhance Students’ Speaking Achievement

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The challenge of low student engagement and sub-optimal fluency remains a persistent issue in teaching speaking achievement within the Indonesian secondary school context. This study addresses the necessity for effective, communicative, and interactive pedagogical strategies to improve students’ speaking achievement. The research specifically aimed to determine the effectiveness of integrating the Think-Pair-Share (TPS) technique with the Chain Drill (CD) technique in comparison to conventional teaching methods. A quantitative, quasi-experimental design was implemented, involving two seventh-grade student groups: an experimental class receiving the integrated TPS-CD treatment, and a control class taught using the conventional approach. Both groups underwent pre-tests and post-tests assessed across five speaking components: pronunciation, grammar, vocabulary, fluency, and comprehension. Analysis using the t-test revealed a statistically significant difference in the post-test mean scores between the two groups. The experimental class demonstrated a notable increase in their mean score from 60.5 (pre-test) to 81 (post-test), significantly outperforming the control group’s post-test score of 79. These findings conclude that combining Think-Pair-Share with Chain Drill is an effective, viable, and recommended teaching technique for substantially enhancing students’ speaking fluency and overall communicative competence.