The Impact of Scaffolded Writing on Activating Passive Vocabularies of Iranian Upper-intermediate EFL Learners

Abstract

This case study explores the implementation of scaffolded writing in activating passive vocabularies in Iranian upper-intermediate EFL learners. PET and Vocabulary Size Test are utilized to select 64 participants among 95 EFL learners. Then according to their correspondingly similar vocabulary scores, the participants are divided into Experimental and Control groups. Scaffolded writing was an add-on component which was given as a treatment to the experimental group. To measure the vocabulary used in the compositions of Iranian students, the RANGE software is used. Results indicated that after scaffolded writing there was a higher usage of advanced vocabulary use in paragraph writing with a proportion of 5.4% in the reservoir of passive vocabulary into active vocabulary. The research implies that since the students get involved in cooperative activities and they share their ideas, there is a possibility for activating less frequent words. The positive effect of scaffolded writing boosts active vocabulary development. Both EFF/ESL teachers and students can benefit from the findings of this study.