ENHANCING SPEAKING SKILLS IN YOUNG EFL LEARNERS THROUGH MULTIMODAL VISUAL SCAFFOLDING AND FLASHCARD-BASED TASK STRATEGIES

This  study  investigates  the  effectiveness  of  multimodal  visual  scaffolding  and  flashcard-based  task  strategies  in  enhancing  the  oral  production  of  young  EFL  (English  as  a  Foreign  Language)  learners.  Drawing  upon  cognitive  and  psycholinguistic  frameworks—specifically  Allan  Paivio’s  Dual-Coding  Theory  and  Lev Vygotsky’s Scaffolding concept—the paper demonstrates how integrating visual  imagery, motion, and task-based interaction significantly reduces speaking anxiety and  enhances oral fluency compared to traditional rote memorization.