Scaffolding Strategies and Implementation Challenges in Ethiopian Primary EFL Classrooms: Insights from Resource-Constrained Contexts

Abstract

Scaffolding techniques are crucial in English as a Foreign Language (EFL) classroom because they enable learners to complete tasks that surpass their current level of proficiency. In Ethiopian primary schools with chronic linguistic, pedagogical, and contextual obstacles, appropriate scaffolding techniques can facilitate effective language acquisition and learner development. This study analyzed the scaffolding techniques used by English teachers and identified obstacles in their application. In this research, a mixed-methods design was used to collect data from 96 primary school English teachers. The results showed that teachers most frequently used modeling (mean score of 4.42) and feedback (mean score of 3.20). The implementation of scaffolding techniques was hindered by large class sizes, a lack of educational materials, limited professional training, and wide disparities in students' proficiency levels. These factors made learning less effective. While teachers acknowledge the significance of scaffolding, institutional and teaching obstacles prevent its practical application.