Enhancing English language learning in Cambodia: Exploring scaffolding strategies in mixed-ability classes
DOI:
https://doi.org/10.69496/cjess.v1i1.18Keywords:
Cambodia, Mixed-ability classes, Pros and cons, Scaffolding, ZPDAbstract
Teaching mixed-ability English language classes has presented many challenges for teachers to deal with. That said, scaffolding strategies have been recognized for their potential to assist teachers in overcoming such challenges. The current study thus attempts to review the various challenges the teachers encountered in teaching mixed-ability English classes and scaffolding strategies that teachers could adopt to deal with those challenges. The study also aims to review the challenges teachers face when adopting scaffolding strategies. The study clarifies the importance of raising teachers' awareness and readiness to work in mixed-ability English language class settings to reduce the number of students' low learning achievements in lower grade levels and, consequently, to pioneer for higher grade levels. Moreover, teachers could use the results to equip them with the necessary skills to tackle challenges in such classes. The study also contributes to further research on the effects of scaffolding strategies on student performance in the context of Cambodia. Furthermore, the study serves as a useful reference for future research and motivates academics to carry out additional research in the field, particularly among Cambodians, to determine the effects of scaffolding strategies on boosting students' performances and discover a deterrent solution to mixed-level classes. Finally, researchers may conduct future studies using different designs to explore various aspects of scaffolding activities for learning and teaching in Cambodia.
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References
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