The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups

AbstractIn the present study, attempt has been made to examine the effectiveness of peer and teacher scaffolding in reading comprehension of intermediate EFL students in symmetrical and asymmetrical groups. To do so, sixty intermediate students were purposively selected out of 150 intermediate students in Hamadan Islamic Azad University and Kish Language Institute in Hamadan. They were divided into three groups, two experimental groups receiving respectively peer and teacher scaffolding, and just peer scaffolding, and one control group. After a two-months treatment, running ANCOVA, the researchers found a significant difference between asymmetrical subgroups and symmetrical subgroups in reading comprehension development. Besides, significant development in the reading comprehension of EFL students in experimental group 1 receiving peer and teacher scaffolding was observed by performing correlated t-test. The results of the study showed that teacher scaffolding being accompanied by peer scaffolding, rather than just having peer scaffolding, can have positive effects on the reading comprehension of EFL learners. Key words: reading comprehension, scaffolding, teacher and peer scaffolding, asymmetrical subgroups, symmetrical subgroups