The Effects of Symmetrical and Asymmetrical Scaffolding on University Students' Grammar Acquisition

Abstract

This study investigated the extent to which two approaches to scaffolding, namely the Symmetrical and/or Asymmetrical. Scaffolding could contribute to the acquisition of grammar among Iranian EFL second-year university students. To fulfill this objective, 65 female college students who aged between 19 and 24 were selected through convenience sampling. Two types of instruments, including a grammar test and a set of two way tasks were used for the purpose of this study. After taking a pretest, they were divided into two groups of: Symmetrical scaffolding (SS), Asymmetrical scaffolding (AS). The experimental group AS received instruction according to asymmetric strategy while the experimental group SS was instructed via the symmetric strategy. To answer the research questions, a post-test was conducted and its results were analyzed using independent and paired t-test. The results showed that AS scaffolding is a more fruitful strategy in improving participant's grammar achievement. The results could have some implications for instructors and teachers.