Unlocking Oral Skills In Underprivileged Learners A Study

Abstract

This study investigates the impact of multimodal scaffolding strategies on enhancing English-speaking proficiency among rural undergraduate learners. Recognizing speaking as a critical yet underdeveloped skill in second language acquisition, especially in under-resourced contexts, the research integrates task-based learning with visual and linguistic scaffolds to support learner output. Drawing on Vygotsky’s Zone of Proximal Development and Hymes’ communicative competence framework, the intervention employed flowcharts, sentence starters, thematic frames, and culturally relevant visuals to facilitate structured oral expression. A quasi-experimental design compared the performance of an experimental group receiving scaffolding with a control group taught through conventional methods. Results indicated significant improvements in fluency, idea expansion, and grammatical accuracy among scaffolded learners. The study underscores the pedagogical value of scaffolding in reducing learner anxiety, promoting autonomy, and contextualizing language use. It also highlights the need for inclusive and evidence-based methodologies in rural ELT settings. Limitations include sample size and demographic scope, suggesting directions for future research. Overall, the findings advocate for the integration of multimodal scaffolding into mainstream speaking instruction to empower marginalized learners and foster meaningful communication.