The Role of First Language as scaffolding Tool in Writing Performance among Iranian ESP Learners

This study examines the role of Persian (L1) as a scaffolding tool in enhancing the writing performance of Iranian learners in English for Specific Purposes (ESP) courses. Employing a quantitative research design, the study involved 100 participants who were divided into experimental and control groups. The experimental group received L1 scaffolding during writing tasks, while the control group did not. Data were collected through pre-test and post-test writing assessments, analyzed using descriptive statistics and the Kruskal-Walli’s test. The findings revealed that the experimental group showed a significant improvement in their post-test scores compared to the control group, indicating that L1 scaffolding positively impacts writing performance. The results suggest that using L1 can aid learners in understanding complex concepts, reduce anxiety, and enhance overall writing quality and complexity. This aligns with Vygotsky’s socio-cultural theory and Krashen’s Input Hypothesis, which emphasize the importance of scaffolding and comprehensible input in language acquisition. However, potential drawbacks such as over-reliance on L1 and hindered immersion in the target language were also noted. The study recommends a balanced approach to integrating L1 in ESP instruction to maximize its benefits while minimizing its disadvantages. Further research is suggested in areas such as longitudinal studies, comparative studies across different contexts, exploration of L1’s role in other language skills, and the integration of technology in facilitating L1 scaffolding. These findings have important implications for curriculum development, teacher training, and language teaching strategies in ESP contexts.