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Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia

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Pitura J., Chang H.

Theory and Practice of Second Language Acquisition

2023

vol. 9

issue 2

1-35

Participating in oral L2 communication may be challenging for English-medium higher education students. While literature suggests that scaffolding facilitates the development of L2 speaking, research has not addressed the notion of tools for scaffolding its development. The aim of this study is twofold: (1) to investigate how scaffolding can be embodied in tool design to support L2 speaking and (2) to obtain and analyse student perceptions of the tools. We draw on questionnaire data gathered in two iterations of a larger design-based research study conducted in two contexts: English Studies students in Poland (N = 26) and culturally and linguistically diverse L2 learners in Australia (N = 12). This study illustrates how features of scaffolding were applied to map instructor, peer- and technology-based tools in terms of learning activities, resources, technology and feedback. The results suggest that these tools may cater to the multiple levels of student understanding and skill with regard to the development of L2 speaking found in modern L2 classrooms.

Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences

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Xu J., Qiu X.

Studies in Second Language Learning and Teaching

2022

vol. 12

issue 3

483-507

This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.

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1 Studies in Second Language Learning and Teaching

1 Theory and Practice of Second Language Acquisition

1 Chang H.

1 Pitura J.

1 Qiu X.

1 Xu J.

1 2023

1 2022

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Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia

Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences