Scaffolding Blended Listening Task: A Learner- Centred Approach

Abstract

Task-based language teaching (TBLT) promotes second language learning in a communicative way. Research on low proficiency level learners with regard to TBLT in the Asian context is new and needs to be explored further. The task phases in the blended mode of teaching and learning need to be connected well and learners need to be motivated from the initial phase itself which will add more meaning to student’s learning process. This paper briefly discusses the concept of scaffolding strategies with reference to previous research and also proposes a model with a sample task. The study adopted a quasi-experimental design in order to see the practical implementation of the model. For this reason, 60 pre-service teachers from different teacher education colleges, in Warangal, India are selected. All of them were given a listening test. Through random purposive sampling a sample of 30 pre-service teachers with A1-A2 proficiency levels, from 60 teachers was selected. All of them are given a task motivation questionnaire and then they are randomly categorised into experimental (N=15) and control groups (N=15). The experimental group that received the scaffolding strategies in blended mode outperformed the control group in the post-test listening test. Also, their motivation levels improved compared to the control group. The study has got implications for second language proficiency improvement through TBLT and the role of blended language teaching and learning in improving motivational levels.