Masoumeh Sohrabi - English Department, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Hossein Siahpoosh - English Department, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Asgar Mahmoudi - English Department, Ardabil Branch, Islamic Azad University, Ardabil, Iran

The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from ۶۰ intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of ۸ training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance.

cognitive style, field-dependent/field-independent learners, learning achievement, motivational scaffolding, self-determination