Abstract
This study seeks to investigate the impact of symmetrical (S) scaffolding on advance students' reading comprehension. Twenty advance Iranian learners participated in this study. The participants were both male and female students with an average age of 21. They were taught by symmetrical scaffolding. Before administering a Pre-test was administered to them. At the end of the study, a Post-test was administered, and its results were analyzed through t-test. The results indicated that S scaffolding has significant effect on learners' performance in reading comprehension.
Highlights
To cast light on symmetrical scaffolding in group work, the following situation is highly probable: student A is good at using a strategy for reading comprehension, while student B is good at vocabulary
This study has focused on question as follows: Does symmetrical scaffolding have any significant effect on the reading comprehension of Iranian English as a foreign language (EFL) learners?
Fisher and Frey (2010) called it "productive failure". These errors must be balanced, because too few errors suggest that the task is too easy and scaffolds are not necessary, and too many errors can be "counterproductive to the learning process. (p. 526)
Summary
Reading in second language (L2) settings continues to take on increasing importance. L2 reading ability, with English as the L2, is already in great demand as English continues to spread, as a global language and as the language of science, technology and advanced research. There are a lot of problems in comprehending an English text It may have various reasons such as lack of vocabulary, grammatical knowledge, or some psychological problems like fearing failure, lack of motivation... Traditional role of a teacher may be replaced by the active role of students via pair or small group work where students are responsible for their own learning. To cast light on symmetrical scaffolding in group work, the following situation is highly probable: student A is good at using a strategy for reading comprehension, while student B is good at vocabulary. They can help each other in the course of reading. Given that in reading comprehension the interaction among students reaches its zenith, it could be one of the best venues for implementing scaffolding
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