The Effect of Scaffolding Types on Iranian EFL Learners’ Reading Ability and Reading Strategy in Different Experimental Situations

The present mixed-method research has been prepared to probate scaffolding types on Iranian EFL learners’ reading ability and reading strategy. To achieve this end, a multiphase design was implemented, and researchers recruited a total number of 80 homogeneous intermediate students from Azad University of Bandar Abbas in Iran. The sample was divided into four groups as Soft Scaffolding Group (SSG), Hard Scaffolding Group (HSG), Reciprocal Scaffolding Group (RSG), and Virtual Scaffolding Group (VSG). The participants of these groups received a validated researcher-made pretest of reading comprehension, a validated posttest of reading comprehension, along a test of reading strategies. In addition, the students’ self-reports and portfolios, and the researchers’ observations and notes through filling out the checklists were used. Considering the students’ reading ability development, the results indicated that complex scaffolding enjoyed the highest mean on the posttest of reading. Regarding reading strategies, the findings highlighted that different scaffolding treatments had other effects on the development of global, problem solving, and supporting reading strategies among Iranian EFL learners. The hard-scaffolding group had the highest use of reading strategies, followed by the virtual scaffolding group. Nevertheless, reciprocal and soft scaffolding groups similarly had less use of reading strategies.