The Effect of Instructional Scaffolding on EFL Students’ Grammar Competence and Oral Proficiency: The Case of Jimma Teachers College of Education, Oromia, Ethiopia

Instructional Scaffolding Strategy (ISS) is essential for academic purposes to boost communicative language teaching (CLT). This study was conducted to examine the effect of instructional scaffolding on grammar competency and oral speaking proficiency of EFL students at Jimma College of Teacher Education. After the pilot study had been done, data were collected using a quasi-experimental design, employing quantitative queries using the pre-post competence tests and motivation questionnaires from both treatment and control groups. The data were analyzed using a one-way multivariate analysis of variance (MANOVA). A total of 84 first-year college trainees were selected as the study’s participants. The two groups were randomly assigned to the experimental and control groups using a convenience sampling technique. Communicative grammar and oral-speaking interventions were implemented in the treatment group using the contingency teaching model (CTM). The control group, however, received conventional instruction. The results indicated a significant difference between the mean scores of the treatment and control groups. Consequently, the study confirmed that ISS intervention should be integrated to enhance students' grammar confidence and spoken fluency. The findings underscore the importance of incorporating scaffolding into lessons, as it has vital implications for enhancing EFL students' collaborative learning, sense of ownership, and motivation.