The Impact of Piagetian Symmetrical vs. Vygotskyan AsymmetricalScaffolding on Iranian EFL Learners’ Discourse Competence

Scaffolding is an indispensable part of language education because it is necessary for developing different language skills. The present study primarily aims to investigate the impact of piagetian symmetrical vs. vygotskyan asymmetrical scaffolding on IraQLDQ ()/ OHDUQHUVʼ GLVFRXUVH competence. To this end, the researchers chose approximately 51 intermediate level EFL students. The participants were randomly assigned to two groups. Each group included 25 and 26 junior students respectively. Tests to measure discourse competence were presented to both groups before and after the treatment. Both groups worked on the same materials and in the same condition but with different treatments. In one group symmetrical scaffolding was employed and in the other asymmetrical scaffolding. The analyses revealed that asymmetrical scaffolding is more effective than symmetrical scaffolding in improving pragmatic competence of Iranian EFL learners. Finally, the findings of the present study include some pedagogical and theoretical implications for language teachers, learners, and material developers who can benefit from them in EFL contexts.