This article presents the results of an action research project conducted at the Financial Lyceum “JOS” in Almaty, Kazakhstan. The study explored the impact of scaffolding strategies on the development of receptive skills—reading and listening—among students in grades 7–9. The intervention was based on the authorial methodological guide Developing Functional Literacy in Reading and Listening for Grades 5–9 , which integrates active learning, differentiation, and gradual release techniques. Quantitative and qualitative data confirmed that scaffolding significantly improved learner autonomy, comprehension, and CEFR performance levels. The findings support the use of structured scaffolding as an effective approach to fostering functional literacy in EFL classrooms.

Keywords: scaffolding, receptive skills, functional literacy, reading, listening, EFL

1. Introduction

In today’s EFL (English as a Foreign Language) classroom, the development of receptive skills—reading and listening—has moved beyond surface-level comprehension to encompass the ability to analyze, interpret, and apply information in authentic contexts. These skills form a core component of functional literacy , which is increasingly emphasized in both national education policies and international frameworks such as the CEFR (Common European Framework of Reference for Languages) and PISA (Programme for International Student Assessment).

Despite the growing focus on reading and listening as essential competencies, many students continue to struggle with understanding complex texts and following authentic spoken discourse, particularly in mixed-ability classrooms. These challenges are often exacerbated by the lack of structured support, especially for lower-proficiency learners who require gradual cognitive scaffolding to process and retain information.

In response to this need, our school—the Financial Lyceum “JOS” in Almaty, Kazakhstan—implemented a series of scaffolding strategies grounded in the authorial methodological guide Developing Functional Literacy in Reading and Listening for Grades 5–9 (Bauyrzhanov & Kenzhebayev, 2024). This guide integrates active learning and step-by-step support tools tailored to the linguistic and cognitive levels of learners in lower and upper secondary school.

The purpose of this article is to present insights from a school-based action research project that explored the impact of scaffolding strategies on learners’ performance in receptive skills. Through classroom experimentation, observation, and feedback analysis, we examine how scaffolding enhances student autonomy, comprehension, and engagement, and offer practical recommendations for EFL educators.

2. Theoretical Background

The concept of scaffolding in education stems from the sociocultural theories of Lev Vygotsky, particularly his idea of the Zone of Proximal Development (ZPD). According to Vygotsky, learners are capable of achieving higher levels of understanding and performance when supported by more knowledgeable others — such as teachers or peers — through guided interaction. Building on this foundation, Jerome Bruner introduced the term «scaffolding» to describe the structured support provided to learners, which is gradually removed as they gain independence and confidence.

In the context of English language teaching, scaffolding refers to temporary pedagogical support that enables students to understand complex language input — both written and spoken — before they are able to process it independently. Effective scaffolding ensures that tasks remain accessible yet cognitively challenging, allowing students to function just beyond their current level of competence.

Typical scaffolding strategies for receptive skills include:

— Pre-reading/listening support: activating prior knowledge, previewing vocabulary, or predicting content.

— Visual aids and organizers: such as charts, timelines, or graphic organizers (see Figure 1).

— Teacher modeling: demonstrating strategies such as note-taking or summarizing.

— Guided interaction: pair work or group work with structured roles.

— Gradual release: shifting responsibility from teacher to student.

Fig. 1. Sample Graphic Organizer for Listening Comprehension Tasks

These strategies are reflected in numerous pedagogical models, including the Gradual Release of Responsibility (GRR) framework, which moves instruction through the stages of I do, We do, You do together, and You do alone (see Table 1 for a summary of scaffolding stages and learner roles).

Table 1

Scaffolding Stages and Learner Roles

International research confirms the value of scaffolding in improving comprehension outcomes. Nation (2009) and Field (2008) highlight the importance of pre-task support and strategy training in listening instruction, while PISA framework documents (OECD, 2018) emphasize the role of scaffolding in preparing students for real-world text interaction.

In Kazakhstan, the renewed curriculum for secondary education also emphasizes competency-based instruction, in which scaffolding is essential for developing learners’ ability to extract and apply information from diverse sources. However, there remains a gap in systematic application of these strategies in everyday EFL classrooms—especially in relation to functional literacy tasks.

The authorial methodological guide developed by Bauyrzhanov and Kenzhebayev (2024) addresses this gap by offering a structured set of scaffolding tools designed specifically for receptive skills. The guide includes pre-task templates, collaborative reading routines, reflective listening tasks, and differentiation strategies aligned with CEFR levels. Its school-based implementation provided the foundation for the present study.

3. Research Context and Methodology

This study was conducted as a school-based action research project at the Financial Lyceum «JOS» in Almaty, Kazakhstan, during the 2024–2025 academic year. The goal was to examine how scaffolding strategies, implemented through the authorial methodological guide Developing Functional Literacy in Reading and Listening for Grades 5–9 , impact students’ receptive skills and overall learning autonomy.

The target group included 72 students from three mixed-ability classes in grades 6–9, with proficiency levels ranging from CEFR A2 to B1+. Students were selected based on initial diagnostic assessments in reading and listening, ensuring a representative range of abilities. The research took place over 12 weeks and followed the typical action research cycle: diagnosis , planning , intervention , and evaluation .

The research used a mixed-methods approach to provide both quantitative and qualitative insights. Data were collected using the following instruments (see Table 2 for details):

— Pre- and post-tests based on CEFR reading and listening descriptors;

— Classroom observations using structured observation forms focusing on student engagement, participation, and independence;

— Student surveys on their perceptions of scaffolding support and motivation;

— Teacher reflective journals documenting challenges and successes in implementing the strategies.

Table 2

Research Instruments and Their Purposes

The scaffolding strategies used during the intervention were drawn directly from the methodological guide and tailored to classroom needs. Teachers integrated support structures such as pre-task vocabulary grids, visual prediction charts, listening guides, and collaborative question building.

The intervention was structured according to the Gradual Release of Responsibility (GRR) model. Each lesson cycle included a modeling phase (teacher-led), guided practice, and opportunities for peer-supported and independent work. This consistency allowed students to internalize comprehension strategies and gradually reduce reliance on the teacher.

To ensure validity, all pre- and post-tests were standardized across the classes, and survey instruments were piloted before administration. Observational and survey data were analyzed using descriptive statistics, while open-ended responses and journal entries underwent thematic content analysis to identify recurring patterns in learner behavior and teacher practice.

4. Implementation Process

The implementation of scaffolding strategies was carried out over a 12-week period across three secondary classes (grades 7–9). Each week focused on integrating one or more strategies aligned with specific receptive skill goals. Lesson plans were structured according to the Gradual Release of Responsibility model, moving from teacher-led modeling to independent student application.

Scaffolding strategies were systematically embedded into both reading and listening tasks. The key areas of focus included:

— Pre-task support : Activating background knowledge, discussing key vocabulary, and predicting content using visuals or guiding questions.

— During-task scaffolding : Using tools such as sentence starters, graphic organizers (see Figure 1 ), listening grids, and comprehension scaffolds (e.g., true/false tables, sequencing charts).

— Post-task reflection : Students summarized, paraphrased, or discussed what they had learned using sentence frames or collaborative talk protocols.

A typical lesson cycle included the following sequence:

1. Warm-up and prediction (e.g., What do you expect to hear or read?)
2. Guided input with support tools (e.g., fill-in-the-blank based on key information, guided note-taking)
3. Pair or group reconstruction (e.g., using jigsaw reading or dictogloss techniques)
4. Independent summary or task (e.g., short written reflection or comprehension quiz)

To support listening development, teachers introduced a Listening Log , where students completed structured entries after each audio task, using prompts like those shown in the graphic organizer (Figure 1). For reading, students annotated texts with color-coded symbols to track main ideas, unfamiliar words, and author intent.

An example from Grade 8 included the use of a science-based CLIL text. The teacher introduced key terms with images, followed by group prediction, shared reading with text annotations, and finally, a collaborative diagram completion task.

Figure 2 illustrates the observed progression in student independence during the implementation phase, as measured weekly through classroom observation rubrics.

Fig. 2

By the end of the cycle, a noticeable shift was observed in how students approached receptive tasks. Whereas initially many relied heavily on teacher modeling and translations, by Week 10, over 75 % were able to complete guided reading and listening tasks independently or with peer support.

Teachers reported increased learner confidence, engagement, and willingness to take risks with unfamiliar texts. This shift is explored in more detail in the next section through analysis of test results and feedback.

5. Results and Discussion

The results of this school-based implementation indicate that scaffolding strategies had a measurable and positive impact on students’ development of receptive skills — both in terms of performance and engagement.

Quantitative assessment showed a clear increase in student independence over the 12-week period. As depicted in Figure 2 , the percentage of students who completed reading and listening tasks with little or no teacher support grew from 15 % in Week 1 to 85 % by Week 12. This trend suggests that regular use of scaffolding tools not only improved task comprehension but also fostered confidence and learner autonomy.

In addition, pre- and post-tests aligned with CEFR descriptors for reading and listening revealed noticeable improvements. Before the intervention, only 41 % of students demonstrated B1-level proficiency or higher. After the 12-week cycle, this number rose to 69 % in reading and 63 % in listening. These results validate the assumption that structured scaffolding can help learners perform above their initial levels of competence.

Figure 3 below illustrates the comparison between pre- and post-intervention CEFR levels among the student sample.

Fig. 3. CEFR Proficiency Comparison before and after Implementation

Qualitative findings gathered from student surveys and teacher journals further support the quantitative data. Over 80 % of surveyed students reported that visual aids (e.g., graphic organizers) and structured group tasks helped them better understand reading texts and audio materials. Students particularly appreciated being given time to prepare, predict, and review content before answering comprehension questions.

Teachers noted increased participation, especially from students who had previously been passive or hesitant. Reflective journals revealed that scaffolding enabled learners to gradually internalize comprehension strategies such as skimming, note-taking, and inferencing.

However, the implementation also revealed several challenges . Teachers initially struggled with time constraints and finding or adapting authentic materials that matched the needs of all students. There was also a need for professional development to effectively differentiate scaffolding across multiple proficiency levels.

Despite these difficulties, the data confirm that scaffolding—when applied consistently and purposefully—supports the development of functional literacy in receptive skills. Moreover, it creates a classroom environment where students feel empowered to take risks and engage actively with texts.

5. Conclusion

The findings of this school-based implementation confirm that scaffolding strategies are an effective and practical tool for improving students’ receptive skills in EFL contexts. Through a combination of pre-task support, guided practice, and structured independence, students at the Financial Lyceum “JOS” demonstrated significant gains in both reading and listening comprehension.

Quantitative results from CEFR-aligned tests and observational data highlighted notable improvements in learner autonomy, engagement, and functional literacy. The steady growth in independent task completion (see Figure 2) and post-intervention gains in CEFR proficiency (see Figure 3) demonstrate that scaffolded instruction is not only effective for individual learners but scalable for broader classroom application.

Qualitative data from student surveys and teacher reflections further confirmed that scaffolding built learner confidence, clarified task expectations, and provided clear pathways to success—even for students with lower starting proficiency.

However, the implementation also underscored the need for sustained teacher support, sufficient planning time, and access to adaptable materials. To maximize impact, scaffolding must be embedded within a consistent instructional framework and aligned with learners’ developmental stages and curriculum goals.

In conclusion, the methodological guide Developing Functional Literacy in Reading and Listening for Grades 5–9 provided a reliable and contextually relevant foundation for scaffolding receptive skills. Its application in the classroom showed that when teachers are equipped with structured strategies, students are better prepared to engage with real-world texts and audio—thus developing not only linguistic competence but lifelong literacy skills.

References:

1. Bauyrzhanov B. B., Kenzhebayev A. Y. Developing Functional Literacy in Reading and Listening for Grades 5–9: Methodological Guide. — Almaty: Financial Lyceum “JOS”, 2024.
2. Nation I. S. P. Teaching ESL/EFL Listening and Speaking. — New York: Routledge, 2009.
3. Field J. Listening in the Language Classroom. — Cambridge: Cambridge University Press, 2008.
4. Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. — Strasbourg: Council of Europe Publishing, 2020.
5. OECD. PISA 2018 Results: What Students Know and Can Do (Volume I). — Paris: OECD Publishing, 2018. — URL: https://www.oecd.org/pisa (accessed: 01.05.2025).
6. Ministry of Education of the Republic of Kazakhstan. English Language Curriculum for Lower Secondary Education (Grades 5–9). — Astana: Ministry of Education RK, 2022.