Enhancing Writing Accuracy, Fluency, and Complexity in Iranian Intermediate EFL Learners Through Mobile-Assisted Language Learning

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

Fardadmehr Leila; Najafi Karimi Shaban; Marzban Amir

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: International Journal of Foreign Language Teaching and Research Year:2026 | Volume:14 | Issue:56 Page(s): 25-41

Download Full-Text

View:

Download:

Cites:

Information Journal Paper

Title

Enhancing Writing Accuracy, Fluency, and Complexity in Iranian Intermediate EFL Learners Through Mobile-Assisted Language Learning

Author(s)

Fardadmehr Leila | Najafi Karimi Shaban | Marzban Amir | Issue Writer Certificate

Keywords

Complexity

EFL writing

Fluency

Mobile-assisted instruction

Peer scaffolding

Teacher scaffolding

Writing accuracy

Abstract

This quasi-experimental research investigated the relative effectiveness of Teacher scaffolding compared to Peer scaffolding strategies on the writing performance of Iranian EFL learners—specifically focusing on accuracy, Fluency, and Complexity—within a Mobile-assisted instructional framework guided by Vygotsky’s Zone of Proximal Development. The study involved 80 university students with intermediate English proficiency, comprising both male and female participants, who were pursuing degrees in English Language Translation at Islamic Azad University in Ayatollah Amoli, Iran. The participants were separated into two experimental groups, along with one control group. After an initial essay-writing pretest and a sequence of ten instructional sessions, a posttest was administered. The essays were evaluated by two independent raters utilizing Larsen-Freeman’s assessment profile. Statistical analyses, which included paired samples t-tests and one-way ANOVA, revealed that both scaffolding strategies significantly enhanced learners’ Writing accuracy, Fluency, and Complexity. Importantly, the group that received Teacher scaffolding demonstrated greater improvement in composing five-paragraph essays compared to their peers. These results offer valuable insights for educators, students, and researchers in Iran, highlighting the crucial role of scaffolding strategies—especially Teacher scaffolding—in improving EFL learners’ essay writing skills.

Multimedia

No record.

Cites

No record.

References

No record.

Cite

Related Journal Papers

No record.

Related Seminar Papers

No record.

Related Plans