#3660. The Comparative Effects of Teacher Versus Peer-Scaffolding on EFL Learners’ Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective

October 2026publication date
Proposal available till 03-06-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Psychology (all);
Experimental and Cognitive Psychology;
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Abstract:
The authors investigated the application of various forms of scaffolding on learners’ incidental vocabulary learning and reading comprehension performance through a sociocultural perspective. The first experimental group received teacher-scaffolding instruction, the second experimental group received peer-scaffolding instruction and the control group received traditional instruction with no scaffolding. The results showed that both experimental groups had better performance than the control group and there was a significant difference between teacher-scaffolding and peer-scaffolding in both vocabulary knowledge and reading comprehension performance.
Keywords:
Scaffolding; Reading comprehension performance; Teacher-scaffolding; Vocabulary learning

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