Analysis of the Effects of Teachers’ Scaffolding on Project-Based Learning of BS-English Students of University of Sindh, Jamshoro, Sindh, Pakistan

Abstract

The present study investigates the effects of scaffolding on project-based learning (PjBL) of BS-English students at the University of Sindh. The objectives of the study were to disclose students' behaviour and the impacts of scaffolding during project work. This study adopts the mixed research methods under the explanatory research design to obtain the answers to the research questions. This study used questionnaires and reflection accounts for data collection. The statistical packages for social sciences (IBM SPSS Statistics version 23) were used for questionnaire data analysis and reflection accounts' data were analysed through content analysis. Considering data analysis distinct major themes emerged that were associated with the benefits and challenges of scaffolding and PjBL. Moreover, in the Pakistani context rarely teachers and students are familiar with modern ELT methods and their implementation is quite challenging. It is therefore recommended that mainly in PjBL teachers focused on the outcomes of the project but it is important to consider whether students acquire various skills during project work which is also the integral aim of PjBL. Hence, teacher's scaffolding is not confined to the completion and outcomes of the project but the teacher must observe whether the student develops the language and soft skills during project work.