IMPROVING STUDENTS’ COMMUNICATIVE SKILLS THROUGH SCAFFOLDING FOR SUSTAINABLE DEVELOPMENT IN THE 21ST CENTURY

Abstract

This paper assesses the significance of scaffolding towards improving students’ communicative skills namely: speaking and writing. It provides background on how scaffolding can aid in teaching and learning contexts and ultimately improves students’ communicative skills. The study adopts ZPD theory proposed by Vygotsky (1978). The methodology is qualitative descriptive approach. Method of data collection is desk-based; it looks in-depth at most relevant materials in regard to the study. Evidences from previous studies indicate that scaffolding brings about substantial benefit to students in their attempt to improve their communication skills. The facts also depict that teaching communication skills require various techniques, tools and resources. These in turn, need to be modified depending on the experience of students and the teachers. The study concludes that communication skills should be modelled and taught through different mediums especially work integrated learning.