THE EFFECT OF SCAFFOLDING ON READING COMPREHENSION OF VARIOUS TEXT MODES ON IRANIAN EFL LEARNERS WITH DIFFERENT PROFICIENCY LEVELS

The sociocultural theory of L. S. Vygotsky is shaped by the notion that all human learning is driven by the social interaction. The same is true for learning reading comprehension. This quantitative study drew upon experimental design to examine the effects of scaffolding language on learning reading comprehension of various text modes on Iranian EFL learners with different levels of language proficiency. One hundred eighty (180) EFL learners were randomly selected and divided into three groups of low, mid and high proficiency through the TOEFL language proficiency test. They were taught different text types such as narrations, argumentations, descriptions and explanations. The scaffolded groups were exposed to a constructivist- interactive model of learning while the non scaffolded groups were subjected to the traditional individual reading. At the end of the treatment provision period, a post test was administered. A two way ANOVA was performed. The findings suggest a choice in favor of scaffolded narrative text types for mid-level of learners.

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