Improving ELLs' Listening Competence Through Written Scaffolds

Abstract

This article reports findings from a quasi‐experimental study conducted to provide evidence of the effectiveness of written scaffolds (keyword captions, full captions, and full transcript) for different proficiency levels. The gap that this article fills is the lack of research on the type of written scaffold that a specific proficiency level can benefit most from using appropriate materials for the relevant level of language proficiency. Hence, a selective rubric with level‐appropriate written scaffolds is introduced. Instructors of English language learners are provided with ways to recognize the appropriate support (written scaffold) their learners need to enhance both students' listening comprehension and listening skills.