Reading With Support: The Influence of Scaffolding Models on EFL Learners’ Academic Selves, Resilience, and Self-Regulation

This mixed-methods study examined the effects of three scaffolded academic reading comprehension instructional models— Joyce-Gibbons’ (۲۰۱۷) socioculturally informed classroom-based scaffolding, Van de Pol et al.’s (۲۰۱۰) contingent scaffolding framework, and Coyle’s (۲۰۱۵) scaffolding approach on both reading achievement and critical learner characteristics —on EFL undergraduate learners’ reading achievement, motivation, resilience, and self-regulation at Islamic Azad University of Mazandaran. A total of ۱۲۰ Persian-speaking students, aged ۱۹ to ۲۵, from diverse academic majors were randomly assigned to three experimental groups. Standardized instruments including the Oxford Placement Test, L۲ Motivational Selves Questionnaire, Resilience Questionnaire, Self-Regulation Questionnaire, and a Reading Comprehension Test were administered pre- and post-intervention. Over ۸–۱۰ weeks, each group received scaffolded instruction tailored to its assigned model. Quantitative analyses (MANOVA) revealed significant improvements in all measured domains for each instructional model compared to control groups, with large effect sizes confirming substantial gains in both cognitive and affective learner outcomes. Each of these models, although distinct in their pedagogical underpinnings, shares a common commitment to providing structured, responsive, and gradual support that facilitates learners’ transition from assisted to independent performance. Qualitative data from semi-structured interviews further highlighted learners’ positive perceptions of scaffolded instruction and its role in enhancing academic and emotional engagement. The findings underscore the pedagogical value of scaffolded reading strategies in fostering holistic learner development and suggest directions for integrating culturally responsive scaffolding approaches in EFL settings.

کلیدواژه ها:

Academic achievement ، Motivation ، Resilience ، scaffolded instruction ، Self-regulation