Scaffolded Differentiation Strategies and Vocabulary Improvement of EFL Learners
الموضوعات :
Masood Hasani
1
,
Ahmad Mohseni
2
,
Bahram Mowlaie
3
1 - English Department, ST. C., Islamic Azad University, Tehran, Iran
2 - English Department, ST. C., Islamic Azad University, Tehran, Iran
3 - English Department, ST. C., Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: Scaffolded Differentiation Strategies, Vocabulary Improvement, EFL Learners, Iranian Context, Language Development, Engagement,
ملخص المقالة :
Scaffolded differentiation strategies have emerged as powerful pedagogical tools in English as a Foreign Language (EFL) contexts, providing tailored instruction that accommodates the diverse linguistic needs, learning styles, and proficiency levels of students. This quantitative study in-vestigates the effectiveness of scaffolded differentiation strategies in improving vocabulary ac-quisition among Iranian EFL learners at the university level. Grounded in Vygotsky’s sociocul-tural theory and Tomlinson’s model of differentiation, the study explores how scaffolded in-struction enhances learner engagement, vocabulary retention, and motivation. Data were col-lected from 120 Iranian EFL learners over a 12-week intervention, analyzed using descriptive statistics and ANOVA. Findings revealed that scaffolded differentiation significantly improved learners’ vocabulary acquisition, engagement, and motivation compared to conventional instruc-tion. Pedagogical implications, methodological limitations, and recommendations for future re-search are also discussed.
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