Scaffolding EFL Development through Recurrent Multi-WordSequences in Indonesian Primary Schools
DOI:
https://doi.org/10.26811/nispatti.v11i1.225Keywords:
EFL Development, Multi-word Sequences, Psycholinguistic Evidence, Deep Learning, Primary Schools, IndonesiaAbstract
This study examines the role of recurrent multi-word sequences (RMS) as scaffolding devices for enhancing English as a Foreign Language (EFL) proficiency development among Indonesian primary school learners. Grounded in psycholinguistic theories of chunking and processing efficiency, the research investigates how repeated exposure to RMS supports young learners’ automaticity, fluency, and confidence in EFL language production. A quasi-experimental design was implemented in two public primary schools that follow Indonesia’s Deep Learning framework, which emphasises mindful, meaningful, and joyful learning. The intervention group received explicit instruction in high-frequency multi-word sequences integrated into reading and speaking tasks, while the comparison group followed conventional vocabulary-focused activities. Data were collected through pre- and post-tests, classroom observations, and stimulated-recall protocols to capture both performance outcomes and underlying cognitive processes. Results indicate that learners exposed to RMS showed significantly greater gains in oral fluency, phrase-level accuracy, and task engagement, demonstrating the psycholinguistic value of formulaic language as a scaffold in early EFL education. The study provides empirical evidence for integrating multi-word sequence instruction into Indonesian primary classrooms and offers pedagogical implications for strengthening scaffolded language learning within the national Deep Learning agenda.
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