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

Wei-Yu Chen ()

Contemporary Research in Education and English Language Teaching, 2025, vol. 7, issue 1, 54-62

Abstract: 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.

Keywords: Generative AI in education; English-medium instruction; Programming education; Scaffolding-based learning. (search for similar items in EconPapers)
Date: 2025
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