The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. Candidate, Department of English Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.

2 Professor, Department of English Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.

Abstract

The proficiency of EFL learners is often assessed based on their oral skills at first encounters. For this reason, cognitive and meta-cognitive scaffolding strategies can help learners achieve this objective through setting goals, planning, feedback and self-assessing. To investigate the data, a sample of 180 male and female pre-intermediate learners were selected for mixed-methods study via four reliable and valid instruments of Oxford Placement Test, Preliminary English Test, self- regulation questionnaire and semi-structured interview. After 16 treatment sessions, the researchers compared the performances in each parts of the pretests and posttests. At first, the quantitative data were analyzed using the SPSS, and then, the results were compared through ANOVA to discover the differences. For the qualitative part, a five-step semi-structured interview was applied to investigate attitudes using NVIVO 8. The findings revealed that the strategies had significant impacts on learners’ listening and speaking proficiency as well as their self-regulation and promoting their attitudes.

Keywords

Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 15 December 2025

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History

  • Receive Date: 17 August 2025
  • Revise Date: 11 December 2025
  • Accept Date: 15 December 2025

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