Cognitive Coaching and its Impact on English Language Learning Students

EDUCATIONAL SCIENCE

Table of Contents
Table of Contents.............................................................................................................................1
Introduction......................................................................................................................................3
Background of the study..............................................................................................................3
Problem statement.......................................................................................................................3
Rationale......................................................................................................................................4
Aims and Objectives....................................................................................................................4
Research questions.......................................................................................................................4
Framework.......................................................................................................................................5
Hypothesis...................................................................................................................................5
Literature review..............................................................................................................................5
Internship models.........................................................................................................................5
Efficacy........................................................................................................................................7
Cognitive coaching......................................................................................................................9
Methodology..............................................................................................................................11
Research design.........................................................................................................................11
Quasi-experimental design....................................................................................................11
Semi-structure interview........................................................................................................11
Lesson plan............................................................................................................................12
Reflection...............................................................................................................................12
Research method........................................................................................................................12
Sampling techniques..................................................................................................................12
Data collection...........................................................................................................................12
Data quality (reliability and validity)........................................................................................13
Ethical Consideration.................................................................................................................13
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Reference List...............................................................................................................................14
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Introduction
Background of the study
It is seen according to research that there are cognitive and non-cognitive functions existing in a
student. Non Cognitive qualities include different components like behaviors, beliefs and
communication skills (Sirmaci & Ceylan, 2014). B,ed is generally a practice oriented degree that
is helpful for the students to analyze their educational theories with students. The study program
here will analyze the subjects like Arabic, Math and science, English and education on early
childhood. This can be helpful for the students to acquire more knowledge and skills in Qatar
schools. In recent years, the policymakers and educational researchers have done a lot of
research on the non-cognitive functions of the students. After analysis, it is seen that for holistic
development of the student the development of non-cognitive as well as cognitive functions is
necessary. Besides that, students will not be able to develop their intellectual skills neglecting the
cognitive functions (Soslau, 2015). The cognitive function includes the different types of
components like perception, reflection analysis and problem-solving abilities. These skills are
necessary to analyze, reflect different kinds of theories they learn in English. Along with the
non-cognitive components the cognitive components plays a pivotal role in the development of
the intellectual minds of the student (Sirmaci & Ceylan, 2014). This is mainly the background of
the study where the study aims to identify the cognitive coaching and its impacts on the English
language learning students.
Problem statement
According to the previous literature and study, there are evidence and data that suggest an
extensive amount of work on the non-cognitive domain. The main problem is to find the effects
of the cognitive skills of the English language learning students. It is essential to develop the
cognitive abilities of the students (Taylor, 2016). Until now the focus has been given on the Non-
cognitive abilities of the students. The research mainly deals with the problem of cognitive
functioning in the student. However, it is seen that cognitive and non-cognitive abilities are
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