The Effect of Teacher’s Scaffolding on Improving the Inner Speech of EFL Learners: Moderated by the Behavioral Inhibition/Activation Systems

Understanding the interplay between the social (teacher scaffolding), cognitive (inner speech [IS]), and psychological (behavioral inhibition/activation systems [BIS/BAS]) factors involved in language development, can be crucial in designing effective language instruction. This research investigated the impact of teacher scaffolding on Iranian English as a foreign language (EFL) learners’ IS, moderated by BIS/BAS sensitivity. A sample of ۵۸ advanced EFL learners was selected through purposive sampling based on Oxford Quick Placement Test results and assigned to two groups. The experimental group (n=۲۸) received instruction through teacher scaffolding, and the control group (n=۳۰) received the conventional teaching methods. To assess learners’ BIS/BAS, the Gary-Wilson Personality Questionnaire was utilized, and Varieties of IS Questionnaire-Revised was applied in pretest and posttest phases to measure learners’ IS. Results of the analysis of covariance revealed that teacher scaffolding could significantly enhance learners’ IS and supported its effectiveness as a pedagogical strategy. Although BAS sensitivity did not have a significant impact on IS development, BIS sensitivity could significantly inhibit IS, suggesting that the anxiety and fear of negative evaluation can adversely affect cognitive processes. The findings have important implications for considering both social and emotional factors when designing EFL pedagogical strategies.

کلیدواژه ها:

Scaffolding ، inner speech ، Behavioral inhibition system ، Behavioral activation system ، EFL learners