Scaffolding English Learning for Non-Native Speakers: A TEFL Approach in Multilingual Context

Sylvia Irene Persulessy, Juvrianto Chrissunday Jakob, Hien Pham, Mohammed H. Alaqad, Andi Asrifan

Abstract


In multilingual settings like Indonesia, English language instruction encounters considerable obstacles stemming from learners' different linguistic backgrounds and differing competence levels. Despite scaffolding being acknowledged as a successful method in Teaching English as a Foreign Language (TEFL), its empirical implementation in multilingual Indonesian classrooms is still inadequately investigated. This study examines the impact of scaffolded instruction on English language competency, student engagement, and confidence in non-native secondary school learners. The study utilized a mixed-method explanatory sequential design, involving 60 students and 4 teachers, and incorporated language competence assessments, questionnaires, classroom observations, and semi-structured interviews. Quantitative data were studied by descriptive and inferential statistics, and qualitative data were assessed thematically. The results indicate that the experimental group exhibited a considerable enhancement, increasing from a pre-test mean score of 68 to 84 in the post-test (p < 0.01), surpassing the control group. Students indicated elevated motivation (M = 4.6) and perceived utility of scaffolding (M = 4.7). Observational and interview data reveal enhanced involvement, confidence, and culturally appropriate pedagogical approaches. These findings underscore the efficacy of context-sensitive scaffolding in improving both cognitive and emotional aspects of language acquisition. The study enhances TEFL research by supplying actual information from multilingual classrooms and presents practical suggestions for developing inclusive and flexible instructional practices.

Keywords


English Language Proficiency; Multilingual Classrooms; Scaffolding; Student Engagement; TEFL.

Full Text:

DOWNLOAD [PDF]

References


AbuSahyon, A. S. E., Alzyoud, A., AlShorman, O., & Al-Absi, B. (2023). AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829

Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2022). Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education. Sustainability, 14(20), 13419. https://doi.org/10.3390/su142013419

Aldosari, M. S., & Alsager, H. N. (2023). A step toward autonomy in education: probing into the effects of practicing self-assessment, resilience, and creativity in task supported language learning. BMC Psychology, 11(1), 434. https://doi.org/10.1186/s40359-023-01478-8

Anas, I., Nur, S., Afdaliah, A., Irmawati, I., & Akhmad, A. (2024). A Deep Dive Into Graduate Students’ Self-Efficacy And Academic Interaction In Online Learning. LLT Journal A Journal on Language and Language Teaching, 27(1), 174–197. https://doi.org/10.24071/llt.v27i1.5548

Asrifan, A., Ilyas, S. N., Hajerah, H., Saodi, S., Amri, N. A., & Dzulfadhilah, F. (2025). Theoretical Insights Into Childhood Education. In Shaping Childhood Through Educational Experiences (pp. 29–54). IGI Global. https://doi.org/10.4018/979-8-3693-9969-9.ch002

Asrifan, A., Panggua, S., Yusmah, Y., Hasan, S. M., Octaberliana, L. R., Sulaeman, S., & Kartini, K. (2025). Decolonizing Language Learning. In Redefining Language Education Through Critical Language Pedagogy (pp. 141–168). IGI Global. https://doi.org/10.4018/979-8-3693-5421-6.ch006

Asrifan, A., Sadaruddin, S., Mardyawati, M., Kurnia R., R., Saodi, S., & Kumar, L. S. (2024). Bridging Theory and Practice (pp. 43–74). https://doi.org/10.4018/979-8-3693-5738-5.ch003

Asrifan, A., Shafa, S., Octaberliana, L. R., Ersyad, Z. M., Hermansyah, S., & Amri, N. A. (2024). AI-Driven Innovations in Pedagogical and Andragogical Approaches (pp. 211–240). https://doi.org/10.4018/979-8-3693-6130-6.ch009

Bachtiar, B., & Puspitasari, M. (2024). Broken Textbooks, Booming Tech: A Systematic Look at Blended Learning’s Impact on Indonesian English Language Teaching. International Journal of Innovative Research in Multidisciplinary Education, 03(03). https://doi.org/10.58806/ijirme.2024.v3i3n18

Boy Jon, R., Embong, R., Purnama, B., & Safar Wadi, A. (2021). The Challenges of English Language Teaching in Indonesia. International Journal of English and Applied Linguistics (IJEAL), 1(3), 158–168. https://doi.org/10.47709/ijeal.v1i3.1157

Calor, S. M., Dekker, R., van Drie, J. P., & Volman, M. L. L. (2022). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences, 31(3), 369–407. https://doi.org/10.1080/10508406.2021.2024834

de Oliveira, L. C., & Westerlund, R. (2022). Scaffolding for Multilingual Learners in Elementary and Secondary Schools. Routledge. https://doi.org/10.4324/9781003196228

Defianty, M., & Wilson, K. (2022). Critical Thinking In Elt: Indonesian Teachers’ Understanding And Practice Ten Years Down The Track. IJEE (Indonesian Journal of English Education), 9(1), 120–139. https://doi.org/10.15408/ijee.v9i1.26673

Derakhshan, A., & Fathi, J. (2024). Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking. System, 123, 103320. https://doi.org/10.1016/j.system.2024.103320

Devereaux, M. D., & Palmer, C. C. (2021). Teaching English Language Variation in the Global Classroom. Routledge. https://doi.org/10.4324/9781003124665

Dewi, M. S. N., Sakina, R., Kulsum, E. M., Uyun, A. S., & Arifin, R. A. (2023). Scaffolding In Teaching Writing News Item Text, Its Benefits And Challenges. English Review Journal of English Education, 11(1), 63–74. https://doi.org/10.25134/erjee.v11i1.6563

Ertugruloglu, E., Mearns, T., & Admiraal, W. (2023). Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts. Educational Research Review, 40, 100550. https://doi.org/10.1016/j.edurev.2023.100550

Feng, H. (2023). Scaffolding Teaching Approach to Foster Cooperation in English Teaching Strategy. International Journal of Social Science and Research, 1(1). https://doi.org/10.58531/ijssr/1/1/4

Flynn, N., Teemant, A., Viesca, K. M., & Perumal, R. (2024). Effective Teachers of Multilingual Learners: A Mixed-Method Study of UK and US Critical Sociocultural Teaching Practices. TESOL Quarterly, 58(1), 195–221. https://doi.org/10.1002/tesq.3224

Guo, Y., Wang, Y., & Ortega-Martín, J. L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, (40), 253–273. https://doi.org/10.30827/portalin.vi40.27061

Han, I. (2021). Development of Professional Identity and Related Metacognitive Thinking Procedures of English Language Teachers Through Spontaneous Collaboration for Pedagogical Problem-Solving. Sage Open, 11(2). https://doi.org/10.1177/21582440211009483

Haryadi, R. N., & Aminuddin, M. (2023). The Role of English in Preparing Students to Face Global Challenges. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(11), 9615–9621. https://doi.org/10.54371/jiip.v6i11.3167

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080

Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781

Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610

Imbaquingo, A., & Cárdenas, J. (2023). Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060587

Jaber Rafidi, T., & Wagner, B. (2024). The impact of emotional scaffolding on online teaching and learning in Palestinian English language classrooms during COVID-19. Innovation in Language Learning and Teaching, 18(2), 155–168. https://doi.org/10.1080/17501229.2023.2245810

Jiménez, K. B., & Barrantes, K. S. (2026). The Use of Scaffolding Strategies with Beginning English as a Foreign Language (EFL) Learners to Enhance Speaking and Reading Abilities in a Conversational English Course. Revista Educación. https://doi.org/10.15517/revedu.v50i1.716

Laila, F. N., Adityarini, H., & Maryadi, M. (2023). Challenges and Strategies in Teaching English Speaking Skills to Young Learners: Perspectives of Teachers in Indonesia. Voices of English Language Education Society, 7(3), 542–556. https://doi.org/10.29408/veles.v7i3.24030

Liu, K., & Deris, F. D. (2023). Teachers’ Perceptions of Communicative Language Teaching Approach in English Grammar Teaching. Arab World English Journal, 14(3), 124–136. https://doi.org/10.24093/awej/vol14no3.8

Mahan, K. R. (2022). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 50(1), 74–88. https://doi.org/10.1080/09571736.2019.1705879

Mahmud, F. Al, & Khan, S. S. (2023). Spoken English of Saudi Undergraduate Students: Issues and Strategies. Theory and Practice in Language Studies, 13(9), 2271–2280. https://doi.org/10.17507/tpls.1309.13

McDougald, J. S. (2017). Language and Content in Higher Education. Latin American Journal of Content and Language Integrated Learning, 10(1), 9–16. https://doi.org/10.5294/laclil.2017.10.1.1

Meutstege, K., Van Geel, M., & Visscher, A. (2023). Evidence-Based Design of a Teacher Professional Development Program for Differentiated Instruction: A Whole-Task Approach. Education Sciences, 13(10), 985. https://doi.org/10.3390/educsci13100985

Moses, A. A., Entika, F. P., & Samantha, C. (2025). Examining factors influencing language acquisition success in Indonesian multilingual classrooms. Pure (University of Bath). https://doi.org/10.33394/jollt.v13i4.15705

Nageen, S., Sarwar, M., Alam, M., Jabeen, M., & Tayyab, J. (2025). Assessing English-speaking proficiency among secondary school students in Pakistan: a quantitative cross-sectional study. Language Testing in Asia, 15(1). https://doi.org/10.1186/s40468-025-00384-7

Pacheco, M. B., Smith, B. E., Deig, A., & Amgott, N. A. (2021). Scaffolding Multimodal Composition With Emergent Bilingual Students. Journal of Literacy Research, 53(2), 149–173. https://doi.org/10.1177/1086296X211010888

Pan, Y., Wang, L., & Zhu, Y. (2024). Strategic questioning for formative assessment in TEFL: insights from blended synchronous learning environments. Humanities and Social Sciences Communications, 11(1), 1519. https://doi.org/10.1057/s41599-024-04086-y

Pinho Feller, N. (2022). Translanguaging and scaffolding as pedagogical strategies in a primary bilingual classroom. Classroom Discourse, 13(3), 312–335. https://doi.org/10.1080/19463014.2021.1954960

Pol, J. van de, Volman, M., & Beishuizen, J. J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6

Pradheepa, A., Gurusamy, K., Senthamarai, T., Coumaran, G., Thiruvengadam, P., & Stamatović, J. (2025). Fostering Academic Success through English Language Learning and Teaching at Rural Universities. World Journal of English Language, 15(8), 293. https://doi.org/10.5430/wjel.v15n8p293

Puntambekar, S. (2022). Distributed Scaffolding: Scaffolding Students in Classroom Environments. Educational Psychology Review, 34(1), 451–472. https://doi.org/10.1007/s10648-021-09636-3

Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x

Rintaningrum, R., Kavgić, A., Garaeva, M., Shcherbatykh, L., Косов, М., López, P. M. M., Saddhono, K., Shalina, O. I., Vatutina, L., & Dudnik, O. (2023). New Concept of Teaching English to Students from Non-English Speaking Countries. Emerging Science Journal, 7(6), 2202–2215. https://doi.org/10.28991/esj-2023-07-06-020

Rodríguez, M. F., Nussbaum, M., Yunis, L., Reyes, T., Alvares, D., Joublan, J., & Navarrete, P. (2022). Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes. Computers & Education, 182, 104446. https://doi.org/10.1016/j.compedu.2022.104446

Salimi, E. A., & Safarzadeh, M. M. (2018). A Model and Questionnaire of Language Education Glocalization in Iran. International Journal of Instruction, 12(1), 1639–1652. https://doi.org/10.29333/iji.2019.121104a

Sanders, D., & Welk, D. S. (2005). Strategies to Scaffold Student Learning. Nurse Educator, 30(5), 203–207. https://doi.org/10.1097/00006223-200509000-00007

Sari, D., & Junaidi, J. (2024). Engaging Beyond Academia: Exploring Non-English Majors’ Motivations for English Language Community Participation in Indonesia. Voices of English Language Education Society, 8(1), 139–149. https://doi.org/10.29408/veles.v8i1.25328

Schroedler, T., Rosner-Blumenthal, H., & Böning, C. (2023). A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism. International Journal of Multilingualism, 20(1), 11–30. https://doi.org/10.1080/14790718.2022.2125975

Shaaban, T. S., & Mohamed, A. M. (2024). Exploring the effectiveness of augmented reality technology on reading comprehension skills among early childhood pupils with learning disabilities. Journal of Computers in Education, 11(2), 423–444. https://doi.org/10.1007/s40692-023-00269-9

Veerman, E., Danbury, E., Duarte, J. da S., Volman, M., & Gaikhorst, L. (2025). A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education. Journal of Multilingual and Multicultural Development, 1–26. https://doi.org/10.1080/01434632.2025.2472862

Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the Potential Impact of Artificial Intelligence (AI) on International Students in Higher Education: Generative AI, Chatbots, Analytics, and International Student Success. Applied Sciences (Switzerland), 13(11). https://doi.org/10.3390/app13116716

Wayan Pastini, N., & Nyoman Tri Lilasari Politeknik Pariwisata Bali, L. (2023). Empowering EFL students: A review of student-centred learning effectiveness and impact. In Journal of Applied Studies in Language (Vol. 7, Number 2). http://ojs.pnb.ac.id/index.php/JASLhttp://ojs.pnb.ac.id/index.php/JASL

Wongso, W., Joyoadikusumo, A., Buana, B. S., & Suhartono, D. (2023). Many-to-Many Multilingual Translation Model for Languages of Indonesia. IEEE Access, 11, 91385–91397. https://doi.org/10.1109/ACCESS.2023.3308818

Xi, J., & Lantolf, J. P. (2021). Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour, 51(1), 25–48. https://doi.org/10.1111/jtsb.12260

Xiong, Y., Lee, R. K. M., & Sui, Y. (2025). Supporting English as Additional Language Counseling Trainees With Foreign Language Anxiety: A Phenomenological Study. Journal of Multicultural Counseling and Development. https://doi.org/10.1002/jmcd.12317

Xu, X., Liu, J., Zhang, Y., & Zhang, H. (2024). Development and implementation of personal learning environment-based writing for publication scaffolding platform for Ph.D. Students. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03094-2

Yanto, E. S. (2024). Scaffolding for multilingual learners in elementary and secondary schools. International Journal of Bilingual Education and Bilingualism, 27(10), 1437–1440. https://doi.org/10.1080/13670050.2024.2394862




DOI: https://doi.org/10.31764/ijeca.v9i2.38895

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Sylvia Irene Persulessy, Juvrianto Chrissunday Jakob, Hien Pham, Mohammed H. Alaqad, Andi Asrifan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJECA (International Journal of Education and Curriculum Application) already indexed:

            

___________________________________________________________________

  
   https://doi.org/10.31764/ijeca.

   Creative Commons License
   IJECA (International Journal of Education and Curriculum Application)
   is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 View IJECA Stats

____________________________________________________________________

 IJECA Publisher Office: