Scaffolded Think-Group-Share learning to enhance children’s English learning performance

Abstract

Cooperative learning is considered as one of the most effective instructional methods, however, previous empirical studies on the effectiveness of cooperative learning did not always show positive results. Poorly constructed cooperative learning that lacks the appropriate components might cause critical problems, such as the free-rider effect and overwhelming cognitive load. The free-rider effect occurs when a group member does not perform or does less work than other group members. A challenging task without additional support from the teacher might discourage students to actively work as a group due to unmanageable cognitive load. As an initial effort to remove such problems, we developed “Scaffolded Think-Group-Share” learning based on the existing cooperative learning method called “Think-Pair-Share.” In “Scaffolded Think-Group-Share” learning, students are required to work on the individual scaffolding worksheet before doing a group activity to help them actively participate and cognitively engage in a group activity. In particular, the scaffolding worksheet provides students with cues and exercises with gradual levels of difficulty that function to stimulate students’ prior knowledge and manage their cognitive load gradually. Consequently, “Scaffolded Think-Group-Share” learning might have the potential to enhance children’s English performance by minimizing the free-rider effect and helping children manage their cognitive loa