Effects of Scaffolding on English Language Learners’ Self-Efficacy

Purpose: The study investigated the effects of scaffolding on English language learners’ self-efficacy Methodology: The study adopted sequential explanatory design within the mixed methods approach involving 364 students, and 10 teachers picked out through purposive sampling from 4 secondary schools in Kenyenya Sub- County, Kenya. Quantitative data was collected using Solomon-four non-equivalent quasi experimental group design followed by qualitative data collection by interview technique. Instruments of data collection were pre-post questionnaires adapted from Gaumer and Noonan (2018), and interview schedules. Internal validity of the questionnaires was investigated using Kaiser-Meyer-Oklin (KMO Index) and Bartlett’s Test of Sphericity, while the validity of the experiment was ensured by the use of 2 intervention and 2 control groups. Moreover, split half and Cronbach’s Alpha techniques were utilized to test the reliability of the pre-post questionnaires. Quantitative data was analyzed using descriptive and inferential statistics of frequency percentages, mean, standard deviation and t-test analysis using the SPSS package version 26.0 while qualitative data was analyzed using the thematic framework. Results: From the pre-post questionnaire results, the post-test self-efficacy mean scores among the experimental groups were higher than those of the control groups. Additionally, the paired samples t-test showed a statistically significant effect of scaffolding learning on self-efficacy. From qualitative data, the study established that scaffolding led to an improvement in self-efficacy Conclusion: The study concluded that scaffolding was an appropriate language learning technique as it was very effective in boosting the learners’ self-efficacy.