An exploration of teachers’ experience with using scaffolding techniques

The aim of this study is to investigate teachers' experiences with the utilization of scaffolding techniques in elementary school classrooms. The primary objectives are to gain insights into the techniques employed by teachers, the challenges they encountered, their problem-solving strategies, and the factors contributing to their success. The study involved nine elementary school teachers instructing in a regular English program located in Petchabun, Thailand. Data was gathered through semi-structured one-on-one interviews and non-participant classroom observations. The findings of the study revealed that teachers employed various scaffolding techniques during their lessons, with the choice of techniques often guided by their experience and personal judgment. Notably, teachers encountered challenges related to students' motivation, concentration, proficiency levels, and self-confidence, which influenced their use of scaffolding strategies. Moreover, there were both facilitating and hindering factors impacting teachers' implementation of scaffolding, including the diversity of students' cultural backgrounds, learning styles, proficiency levels, as well as students' engagement and attention.