Author/Authors :
safdari ، Somayeh Center of English Language - Isfahan University of Technology , Ghadiri ، Momene Center of English Language - Isfahan University of Technology , Kashkouli ، Zohreh Center of English Language - Isfahan University of Technology
Abstract :
This study aimed to investigate the types of scaffolding used by EFL teachers in Iran. Through the availability sampling technique, eight EFL teachers in Isfahan were selected. Accordingly, their classes were recorded, the discourse of which was transcribed, codified, and analyzed using the framework proposed by Wu (2010). The results of the study revealed that the EFL teachers mostly exploited cognitive, metacognitive, procedural, and context scaffolding. Motivational scaffolding, however, was not used in any of the classes. This study puts forward the view that scaffolding practices, though heavily investigated in empirical studies and strongly verified to be of great help, are not largely provided in EFL classes. Teachers prefer to provide direct feedback rather than helping learners find the answer themselves.
