Scaffolding strategic transition

Abstract

This study investigates the cognitive mechanisms and pedagogical interventions involved in transitioning from rote memorisation to deep-processing strategies among Chinese postgraduate students entering a study-abroad context. While the superiority of deep processing is well-established, the specific role of pedagogical scaffolding in facilitating this strategic shift remains underexplored. Adopting a sequential explanatory mixed-methods design and grounded in Levels of Processing and Cognitive Load theories, the experiment compared scaffolded semantic mapping with rote memorisation. A two-way mixed ANOVA revealed a significant interaction effect between the instructional condition and test time, with the semantic mapping group demonstrating statistically superior and more robust vocabulary retention. Qualitative findings further elucidated the phenomenon of “strategic dissonance,” where learners’ habitual reliance on rote learning conflicted with the high cognitive demands of new deep-processing tasks. Crucially, the data indicate that structured scaffolding acted as a vital mediator, mitigating initial cognitive overload and enabling the successful internalisation of more effective learning strategies. These findings suggest that for international students in academic transitions, the effectiveness of vocabulary instruction depends not only on the depth of processing but also on the provision of adaptive scaffolds to bridge strategic gaps.