An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes

Abstract

This study examines the effectiveness of scaffolding in the context of Majmaah University EFL. It does so by exploring the attitudes and perceptions of a randomly selected group of (30) EFL instructors of various backgrounds and degrees. Theoretically, it is informed by a medley of relevant theories and approaches Vygotsky’s Sociocultural Theory of Learning, Bakhtin's Dialogism and Habermas’ Communicative Rationality. Methodologically, a combination of a questionnaire (23 participants) and focus group discussions (FGD) (7 participants) were employed to collect the data and then analyze it using a pertinent tool for each instrument. The three questions the paper set out to answer were: 1) what are the perceptions and attitudes of Majmaah University EFL teachers towards scaffolding? 2) To what extent are they aware of scaffolding in teaching? 3) What is their attitude for practicing scaffolding in pedagogical contexts?. Even though the analysis largely revealed that the participants practiced scaffolding in some way or the other and that their attitudes and perceptions regarding practical pedagogical scaffolding were exceedingly positive, there were, nonetheless, interesting complexities unveiled all along. Contrary to the seemingly participants’ perception of a strong belief of their knowledge of the principles and approaches underlying scaffolding, profound analysis suggests that they, in fact, lack adequate relevant knowledge/competence. The participants appeared less confident of their beliefs when it comes to practical and pedagogical scaffolding. The major contribution of this paper lies in the apparent gap it fills with its narrow focus on the instructors’ attitudes and perceptions alongside its innovative employment of focus group discussion (FGD) as an effective research tool.