Comparative Effects of Scaffolding Strategies on Iranian Intermediate EFL Learners’ Writing

Journal of Language and Translation

دوره 13، شماره 2، تیر 2023، صفحه 107-121   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2023.703316

نویسندگان

Sanaz Jafari¹؛ Mohammad Reza Talebinejad^{* 1}؛ Saeed Ketabi²

¹Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran

²Department of English, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

چکیده

Scaffolding as an instructional strategy significantly contributes to learning development. However, there is a lack of studies assessing the comparative effects of various scaffolding strategies. The present study intended to evaluate the effects of motivational, metacognitive, and computer-based scaffolding on Iranian intermediate EFL learners' writing according to Vygotsky’s sociocultural theory. In this quasi-experimental study, sixty male and female intermediate EFL learners in the age range of 14 to 23 were chosen by convenience sampling from the Jahad language center in Tehran, Iran. They were enrolled according to their performance on Preliminary English Test (PET) in the 2020 spring English courses and were randomly assigned to three equal groups. The IELTS writing test was used as a pretest and posttest. Learners received a scaffolding instruction package on writing. A statistically significant improvement in the participants’ posttest writing scores was observed in all groups, and motivational scaffolding was the most effective strategy in developing the writing skill of EFL learners. The results could have implications by providing insights helpful for language teachers, learners, and syllabus designers.

کلیدواژه‌ها

Computer-based scaffolding؛ Metacognitive scaffolding؛ Motivational scaffolding؛ Writing ability

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