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The present study set out to investigate the effect of intervening scaffolding strategies on Iranian EFL learners’ speaking ability. To do so, a sample of 60 Iranian EFL learners were selected based on their performance on Oxford Placement Test (OPT). The participants were then randomly assigned to two equal groups of experimental and control. The experimental group was taught speaking through intervening scaffolding by providing flexible opportunities for learners to use their knowledge, skills, and strategies in different contexts and for different purposes. Control group received routine techniques of speaking instruction. Based on the statistical results of the independent sample t-test, intervening scaffolding strategies had been proved to be successful in enhancing speaking ability of EFL learners
Zarandi et al. (Tue,) studied this question.
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