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

Summary/Abstract: Participating in oral L2 communication may be challenging for English-medium highereducation students. While literature suggests that scaffolding facilitates the development ofL2 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 tooldesign 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 researchstudy conducted in two contexts: English Studies students in Poland (N = 2 6) a nd c ulturallyand linguistically diverse L2 learners in Australia (N = 12). This study illustrates how featuresof scaffolding were applied to map instructor, peer- and technology-based tools in terms oflearning activities, resources, technology and feedback. The results suggest that these toolsmay cater to the multiple levels of student understanding and skill with regard to the developmentof L2 speaking found in modern L2 classrooms.

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