The impact of three instructional scaffolding techniques in teaching grammar on Iraqi EFL students’ speaking and writing

Abstract EN

The present study aims at finding out the impact of using three instructional scaffolding techniques (Asking for Completion, Simplifying the Language and Using Visuals) in teaching grammar on Iraqi EFL students’ speaking and writing performance.

To achieve the aim of the study, an experiment has been conducted on a sample of (70) EFL students at the Department of English, College of Education, University of Wasit during the academic year 2015-2016.

The sample has been distributed into two groups with (35) students in each, a control group taught according to the conventional techniques and an experimental one taught by using the proposed techniques.

The two groups have been equalized according to age, levels of parents' education and pre –test scores.

At the end of the experiment, performance writing and speaking tests have been administered to both groups.

The findings of these tests reveal that the results of the experimental group are significantly superior to that of the control group.

Pedagogical recommendations and suggestions for further research are presented in the light of the results obtained.