Enhancing ELT with Synchronous and Asynchronous Scaffolding: Cognitive Insights from Monolingual and Bilingual Classrooms

This paper targets the English Language Teaching among the schools and colleges with the concept of the attitudes of the students as their perceptions and practice further aids them to get command on the language skills. The instructional trainings as given to get the hold on language is generally given in a dual mode as it is difficult for the non- native speakers to get fluency in the other language. It is believed that bilingualism adds advantage to the user with the benefit to communicate effectively; further this expands their social circles and increasing their opportunities to have employment. The paper aims to focus on the Cognitive Approach of the students while practicing the mono and bilingual approaches in the classroom space. The research is based on the data collected from almost 100 students from the classes where bilingual skills are more implied, the native language is also used as medium of instruction as twisted dictation. In this study reliability of the variables is calculated through Cronbach's Alpha and descriptive analysis is used to analyse the normalcy of the data, further the association between the variables has been analysed by employing correlation and multiple linear Regression analysis SPSS version 26.0 statistical software. The study clearly shows the significant and positive association between Cognitive approach (Dependent variable), Mono and bilingual perspective and classroom environment (Independent variable).