Using Primary Language Support in a Computer-Based Intervention to Scaffold Second Language Learners
AbstractThe focus of this study is to determine whether the use of students’ primary language as a scaffolding strategy delivered via a computer-based intervention can predict the language outcomes of ELLs. The results revealed a moderately positive relationship exists between linguistic scaffolding and vocabulary scores while no significant relationship could be found between linguistic scaffolding and comprehension scores. As students encounter linguistic scaffolding while working on vocabulary skills within the intervention, their vocabulary scores increase accordingly. Likewise, when students do not encounter native language scaffolding, their vocabulary scores decrease as a result. The findings also imply that providing linguistic scaffolding while working on comprehension skills implies a negative effect.