The Impact of Teacher Scaffolding on Iranian Intermediate EFL Learner's Listening Comprehension Achievement

Abstract

Among various aspects of effective instruction, scaffolding is an important concept that helps language teachers to consider the context of language learning. Teachers need to focus on strategies that are appropriate to different kinds of listening techniques and to consider the proficiency level of their students. The current investigation attempted to determine the impact of teacher scaffolding on listening comprehension of Iranian EFL learners. To this end, 60 intermediate learners (including 30 male and 30 female) were chosen from a language institute and divided in two groups. Hogan and Pressley's (1997) guidelines were used in order to incorporate scaffolding techniques throughout their lessons. The results confirmed the significant impact of teacher scaffolding on listening achievement in male and female EFL learners. Additionally, by considering gender, it was shown that there was no relationship between gender and listening achievement through teacher scaffolding.