摘要：AbstractThis study aimed to investigate elementary school EFL teachers’ use of scaffolding strategies for enhancing EFL G1 students’ cognitive engagement, and to examine whether the teachers’ beliefs correspond to their strategy use. The main focuses of the study included: 1. the types of scaffolding strategies used by elementary English teachers to enhance EFL students’ cognitive engagement; 2. the usage of these scaffolding strategies; 3. the teachers’ beliefs in using these scaffolding strategies. From the literature review, the major findings of this study are as the following: 1. English teachers’ scaffolding strategies in different ways could help students to achieve different categories of cognitive engagement; 2. English teachers’ different beliefs of cognitive engagement played an important role in their use of scaffolding strategies; 3.English teachers could guide students to achieve different levels of cognitive engagement in class based on their beliefs; 4.EFL teachers’ perceptions of scaffolding are important for their role in assisting G1 pupils’ second language learning.
