Integrating GAI tools and scaffolding-based learning to enhance learning outcomes in English-medium programming courses

https://doi.org/10.55214/26410230.v7i1.5627

Authors

  • Wei-Yu Chen Chinese Culture University, department of Education and Learning Technology, Taiwan.

This study explores the impact of integrating Generative AI (GAI) educational tools, such as Kahoot!, Slido, Notebook LM, and Visual Studio Code, with scaffolding-based learning in English-medium programming courses for first-year university students. The research aims to assess whether this hybrid teaching approach enhances students' learning outcomes, engagement, and learning continuity. A quasi-experimental design was employed, dividing participants into two groups: a control group utilizing traditional scaffolding methods and an experimental group integrating GAI tools alongside scaffolding techniques. Evaluation metrics included coursework performance, final project scores, student feedback surveys, and post-course learning continuation. The findings indicate that the experimental group outperformed the control group in programming achievements, exhibited higher satisfaction and engagement levels, and showed a greater propensity for continued learning. The key conclusion is that incorporating interactive digital tools and AI-assisted scaffolding mitigates learning barriers in English-taught programming courses, enhances student performance and confidence, and fosters long-term learning motivation. The study concludes with recommendations for future research, including expanding the sample size and analyzing long-term effects, while emphasizing the practical implications of this approach in bilingual education settings.

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How to Cite

Chen, W.-Y. . (2025). Integrating GAI tools and scaffolding-based learning to enhance learning outcomes in English-medium programming courses. Contemporary Research in Education and English Language Teaching, 7(1), 54–62. https://doi.org/10.55214/26410230.v7i1.5627

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Published

2025-03-20