The Impact of Vygotsky’s Zone of Proximal Development Through Scaﬀolding and Iranian EFL Learners’ Gender on their Speaking Task

Bagheri, Najmeh; Sadighi, Firooz

Manuscript ID : 685223 Visit : 56 Page: 71 - 99

20.1001.1.22518541.2020.9.2.4.3

Article Type: Original Research

The Impact of Vygotsky’s Zone of Proximal Development Through Scaﬀolding and Iranian EFL Learners’ Gender on their Speaking Task

Subject Areas : Journal of Studies in Learning and Teaching English

Najmeh Bagheri ¹ (Department of English Language, Islamic Azad University, Shiraz Branch)
Firooz Sadighi ² (Department of English Language, Islamic Azad University, Shiraz Branch)

Received: 2021-09-20 Accepted : 2021-09-20 Published : 2020-12-01

Keywords:

Abstract :

References:

Iranian EFL Teachers’ Perceptions of Professional Development, Creativity and Reflectivity
Print Date : 2023-06-01
The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
Print Date : 2024-04-08
The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
Print Date : 2022-03-01
The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
Print Date : 2022-03-01
Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
Print Date : 2023-10-01
The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
Print Date : 2022-03-01

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The Impact of Vygotsky’s Zone of Proximal Development Through Scaﬀolding and Iranian EFL Learners’ Gender on their Speaking Task