Scaffolding English Language Teaching through Technology

Abstract

The study focused on tracing the language development of students in a functional English course through the initiation of a diagnostic test. The diagnostic test aided the designing of classroom instruction together with the development of online language tasks as support activities. The post-test taken after an intervention of eight weeks revealed that the weekly online language tasks helped improve the language skills of students and made them autonomous learners. A mixed method approach was used where the scores of students were analysed quantitatively, while semi-structured interviews were taken to mark the satisfaction level with online language activities. The study highlighted the significance of a blended learning approach towards language development.