USING SENTENCE STARTERS TO DEVELOP STUDENTS’ COMMUNICATIVE SKILLS ACROSS DIFFERENT PROFICIENCY LEVELS
Abstract
This article explores the pedagogical potential of sentence starters as a scaffolding technique for developing students’ communicative skills across different proficiency levels. Sentence starters are viewed as linguistic scaffolds that help learners initiate and sustain interaction, express ideas more coherently, and overcome hesitation during oral communication. The study examines how structured language prompts enhance students’ confidence and fluency, particularly in mixed-ability EFL classrooms. Quantitative and qualitative data reveal that the use of sentence starters fosters learner engagement, supports discourse organization, and contributes to gradual improvement in communicative competence.
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