Exploring the Effects of Synchronous Cognitive and Motivational Scaffolding on Speaking Accuracy and Fluency among Pre-Intermediate Iranian EFL Learners

This study investigated the impact of cognitive and motivational scaffolding on the speaking skills of Iranian pre-intermediate EFL learners, focusing on accuracy and fluency. A total of 90 participants were selected through the Oxford Placement Test (OPT), speaking pre- and post-tests, and a semi-structured interview. Data were analyzed using SPSS 26, and normality of the data was assessed with Shapiro-Wilk and Kolmogorov-Smirnov tests. Paired-sample t-tests and independent-sample t-tests were used to analyze pretest and posttest differences within and between groups. The results revealed that cognitive scaffolding enhanced speaking accuracy, whereas motivational scaffolding primarily improved fluency. The study also explored learners' perceptions through qualitative feedback, highlighting challenges such as technical issues and lack of individualized attention in online settings. While students appreciated the positive reinforcement provided by motivational scaffolding, they found cognitive scaffolding more effective for understanding complex language structures. The study concludes that integrating both scaffolding approaches can provide a balanced method for improving EFL learners' speaking proficiency, with cognitive scaffolding addressing accuracy, and motivational scaffolding fostering fluency. These findings offer practical implications for EFL instruction, emphasizing the need for tailored strategies that incorporate both cognitive and motivational elements to enhance speaking performance.