Teacher Scaffolding and Collaborative Learning in Public Speaking: Voices of Students

Abstract

In spite of the prevalence of public speaking courses at tertiary level, it remains a challenge for many English as a Second language (ESL) learners. Collaborative learning strategies have been employed to support students in learning this skill. Various factors contribute to the success of collaborative learning in public speaking; however, the role teacher scaffolding has received limited research attention. As a response, this study examined undergraduate students in a Vietnamese university who took part in a 15-session public speaking course to investigate their perceptions of this issue. Drawing on semi-structured interviews and the process of theme analysis, findings indicated the role of teacher scaffolding and factors that influence its effectiveness in collaborative activities in a public speaking course from students’ perspective. The study also suggested pedagogical implications for enhancing the learning process.