The Effect of Grammatical Scaffolding on Written Grammatical Accuracy of Iranian EFL Learners

This research examines the influence of grammatical scaffolding on the written grammatical accuracy of Iranian EFL pupils. This paper seeks to provide valuable insights into instructional strategies that might improve grammatical skills in writing. A quasi-experimental approach was used, including ۳۵ female intermediate-level pupils from the Farda language institution in Tabriz, Iran. They were appointed to participate in the experimental group (N = ۱۸), which received grammatical scaffolding, and the control group (N = ۱۷), which received conventional teaching. The assignment was done in a non-random manner. Both groups were given pre- and post-tests, which included essay writing assignments. The experimental group received grammatical scaffolding treatments specifically designed to address recognized grammatical characteristics. The statistical analyses, performed using SPSS Version ۲۶, indicated a notable disparity among the groups in the post-test (p = ۰.۰۰۰, p < ۰.۰۵). The experimental group exhibited superior competence with fewer errors. Thus, the null hypothesis was disproved, demonstrating a significant influence of grammatical scaffolding on improving the written grammatical accuracy of Iranian EFL students. These results have consequences for language instructors who are looking for effective techniques to enhance grammatical competency in EFL circumstances.

Keywords:

Grammar , Scaffolding , Writing , Accuracy