The effectiveness of using visual scaffolding strategy in teaching English speaking skill to intermediate school students

Abstract EN

The present study aims at: 1- Finding out the effectiveness of using visual scaffolding strategy on students' achievement in English.2- Finding out whether there is any statistically significant difference between experimental group achievement at the recognition level and at the production level.

3- Finding out whether there is any significant difference between experimental group's achievement in the pre-test and post-test.

To verify the hypotheses of the study, a sample of (70) students have been randomly selected from first intermediate class at Al Nahreen intermediate school in Al-shirqat city, and divided into two groups, i.

e the experimental (35) and the control group(35).

Both groups are equalized in their age and their parents' level of education.

An achievement test of five questions has been constructed, validated, its reliability is obtained, its data analyzed and then applied to each groups of study.

The data has been statistically analyzed and show the following results: 1.

There are statistically significant differences between the achievement of the two groups and in favour of the experimental group.

2.

The statistically significant differences between the student's achievement at the production level and their performance at the recognition level are equal.

3.

There are statistically significant differences between the students' performance in the experimental in the pretest and their performance in the post test in favour of visual scaffolding.