CHAPTER 5 IMPLICATIONS AND CONCLUSIONS
5.5 Conclusion
This study has identified different types of scaffolding strategies for enhancing students’ cognitive engagement in the cases of the two elementary school EFL teachers. Moreover, this study also has examined how these scaffolding strategies were used and discussed the two teachers’ beliefs in adopting them.
One of the findings in the study showed that the two elementary English teachers believed that cognitive engagement is classified into three categories including attention, memory, and critical thinking. Another finding is that one of the two elementary English teachers, Amy, perceived that the three categories of cognitive engagement are sequential and hierarchical. That is, to her, there is a fixed order for the occurrence of cognitive engagement. However, for Emily, cognitive engagement was not so sequential.
The present study provides a different view of assisting students’ cognitive engagement from the previous studies. Moreover, the present study sets up a preliminary foundation for future researchers to investigate teachers’ beliefs about assisting students’ cognitive engagement. In the future, the researcher can investigate other elementary English teachers’ beliefs on assisting students’ cognitive engagement and take the students and parents’ perspectives into account to make the results of the present study more persuasive and meaningful.
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APPENDIX 1: Timetable of Interviews and Observations