Comparative Effects of Motivational, Metacognitive, and Computer-based Scaffolding Strategies on Improving Iranian EFL Learners’ Writing

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. Drawing on Vygotsky's sociocultural theory, the present study intended to evaluate the effects of motivational, metacognitive, and computer-based scaffolding on Iranian intermediate EFL learners' writing. In this quasi-experimental study, sixty male and female intermediate EFL learners aged 14 to 23 were chosen through convenience sampling from the Jahad language center in Tehran, Iran. They were tested on Preliminary English Test (PET) and were randomly assigned to three equal groups. The IELTS writing test was used as a pre-test and post-test. Learners received a scaffolding instruction package on writing. A statistically significant improvement in the participants’ post-test 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 pedagogical implications for language teachers, learners, and syllabus designers.