TY - JOUR AU - Boonmoh, Atipat AU - Jumpakate, Thidaporn PY - 2019/06/28 Y2 - 2024/03/29 TI - Using Scaffolded Instructions to Improve Students’ Skills JF - rEFLections JA - rEFLections VL - 26 IS - 1 SE - Research articles DO - 10.61508/refl.v26i1.199840 UR - https://so05.tci-thaijo.org/index.php/reflections/article/view/199840 SP - 1-16 AB - <p>This study aims to investigate whether using scaffolded instructions&nbsp;can enhance students’ speaking skills and build up their confidence. The&nbsp;participants were twelve first-year undergraduate students who&nbsp;attended a self-study club called “Let’s Speak”. The objective of the club is to enable students to make effective presentations and speak&nbsp;English with confidence. Throughout the 10 sessions, students spent&nbsp;each two-week time in length practising making presentation about five&nbsp;different things. Language support and feedback both from teacher and&nbsp;friends were used as scaffolds to enhance students’ performance each<br>week. Confidence in speaking questionnaire (adapted from Griffee, 1997)&nbsp;were distributed to the participants twice (before session 1&nbsp;and after session 10) to see changes in their perceived confidence while&nbsp;the checklist and presentation scores of the first session and the last&nbsp;session were compared to see changes in their overall performance.&nbsp;At the end of the tenth session, videos of the students’ performance&nbsp;in session 1 and session 10 were shown to the students as a prompt for&nbsp;a stimulated-recall interview on how they saw their improvement.&nbsp;The findings reveal an increase in their perceived confidence as well&nbsp;as higher scores in their actual performance. The students themselves&nbsp;reported their improvements in many aspects. On the basis of these&nbsp;findings, the pedagogical implications and suggestions are included in&nbsp;this paper.</p> ER -