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Abstract
This study investigates the integration of scaffolding strategies in English reading lessons to improve students’ reading comprehension and overall language outcomes. Scaffolding, grounded in Second Language Acquisition and Vygotsky’s socio-cultural theory, provides temporary support to learners that is gradually removed as competence develops. A quasi-experimental design was employed with 40 intermediate EFL learners divided into an experimental group, taught using scaffolded reading strategies, and a control group, taught through traditional methods. Data were collected through pre- and post-tests, classroom observations, and questionnaires. Findings reveal that scaffolding significantly enhances reading comprehension, vocabulary acquisition, and learner engagement. The study concludes that scaffolding is a highly effective pedagogical approach for fostering reading skills and recommends its systematic integration into EFL classrooms.
References
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