The effect of emotional scaffolding on language achievement and willingness to communicate by providing recast

Abstract

This research aimed to examine the effect of emotional scaffolding provided by recast on developing elementary EFL high and low anxious learners’ language achievement and their willingness to communicate. Through cluster sampling, the participants (N = 56) whose scores lied ±1 SD in a Key English Test, who were classified as high or low anxious in terms of Foreign Language Classroom Anxiety Scale questionnaire, and who had no significant difference in emotional intelligence in Bar-On Quotient Inventory were selected. Then, the learners were divided into four groups: two experimental and two control groups encompassing learners with high and low levels of anxiety. The difference between experimental and control groups was in teaching emotional intelligence and the teacher’s emotional behavior during providing recasts for the experimental groups. The performances of all groups were also corrected by recasts. Bar-On Quotient Inventory and Willingness to Communicate questionnaire were also administered in the beginning and last sessions to show the development of their emotional intelligence and their tendency to communicate. After fourteen 120-minute sessions, data were analyzed by SPSS. Findings showed that emotional scaffolding had a positively significant effect on students’ learning with high or low levels of anxiety. Meanwhile, learners of both levels of anxiety showed a significantly positive tendency to communicate. Thus, to decrease anxiety especially through receiving recasts, emotional scaffolding should be incorporated in EFL curriculum.