Promoting Writing Ability: Exploring the Influence of Symmetrical and Asymmetrical Scaffolding on Iranian High School Students' Writing Ability

Authors

  • Reza Badr Parchin
  • Mehran Davaribina

DOI:

https://doi.org/10.24200/jsshr.vol7iss3pp21-26

Abstract

Objective: This study focused on identifying any possible relationship between symmetrical (S) and asymmetrical (AS) scaffolding and writing ability of Iranian students of English as a Foreign Language (EFL). The study also examined the influence of gender as a moderating variable on the writing ability of students when taught with symmetrical vs. asymmetrical scaffolding. Methodology: After administering a Pre-test, 52 homogeneous intermediate students were selected, and they were divided into two experimental groups. Results: The experimental group (A) received instruction according to S strategy whereas the experimental group (B) was instructed via the AS strategy. A Post-test was administered, and its results were analyzed through Two-way ANOVA. Conclusion: The results indicated that S scaffolding and AS scaffolding have significant effect on learners' performance in Writing ability. The findings also showed that gender did not modify the relationship between scaffolding and students` writing ability.

Downloads

Published

2020-10-04

Issue

Section

Articles