ZPD Theory and Scaffolding Teaching Strategy: Iranian EFL Learners' Views and Reading Achievement of Short Stories as a Way of Literature Incorporation within Learning Procedure

Document Type : Original Article


1 Assistant Professor of TEFL, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

2 Assistant Professor of TEFL ,Department of English Language, Bardsir Branch, Islamic Azad University, Bardsir, Kerman, Iran



The present study, through considering Zone of Proximal Development (ZPD) theory and scaffolding strategy, investigates the use of scaffolding strategy in a language institute and explores the effectiveness of this method on EFL learners' reading achievement of short stories. The researchers adopted a quasi-experimental research design, and the sample of the study consisted of 60 EFL learners.  Including 30 students, the experimental group benefited an implementation of scaffolding strategy and related techniques. The control group (including 30 students) benefited from no implementation of scaffolding strategy and related techniques. An interactive communicative language method of teaching was used for the control group. Moreover, a related questionnaire was used to explore the EFL learners' attitude of the experimental group on the mentioned strategy.  The reading achievement was measured using a pre-test and a post-test for both the experimental and control groups. The obtained results were analyzed descriptively, the statistical manifestation of which is presented in figures. Items are elaborated separately through tables, and two independent sample t-tests were carried out for the revelation of the result.  The data were analyzed using t-test, eta square, and one-way analysis of variance (ANOVA). This study concluded that the employment of scaffolding teaching strategy had a significant impact on the improvement of Iranian EFL learners’ reading achievement of short stories and the students' attitude towards the mentioned strategy was completely positive. Also, the findings revealed that there was not a significant difference between the male and female students' performance.  


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