The University of Tehran Journal of Foreign Language Research 2588-4123 12 3 2022 09 23 Enhancing Writing Ability through Scaffolding Techniques: A Mixed-Methods Study Enhancing Writing Ability through Scaffolding Techniques: A Mixed-Methods Study 214 237 88742 10.22059/jflr.2022.338918.936 FA Azam Pishadast Department of English, Zahedan Branch, Islamic Azad University, Zahedan, Iran Ahmad Mojavezi Assistant Professor, Department of English, Zahedan Branch, Islamic Azad University, Zahedan, Iran Farideh Okati Assistant Professor, English Department, Faculty of Literature, University of Zabol, Zabol, Iran Journal Article 2022 02 17 The present study explored the effects of motivational, metacognitive, and technology-based scaffolding in developing Iranian English as a foreign language (EFL) learners’ writing ability. The participants were 60 EFL learners who were selected based on their performance on the Preliminary English Test (PET). The selected participants were randomly assigned to three equal groups. Then, they took the pretest to measure their writing ability at the beginning of the study. In the technology-based scaffolding, software was designed by a computer technician consisting of different tasks. In the motivational scaffolding group, the instruction of writing was based on activities, which stimulated learners’ motivation. In the metacognitive scaffolding group, scaffolded instruction of writing was integrated into metacognitive strategies. The participants of all groups took the posttest. At the end of the study, all participants took part in the interview. The results showed that motivational-based scaffolding was shown to be the most effective technique in enhancing EFL learners’ writing ability. The results of the interview also showed that scaffolding techniques consistently improved the writing skills of EFL students. A sufficient amount of scaffolding instructions help EFL learners to give their best in bridging the gap in their zone of proximal development. The results of this study may be useful for EFL teachers in eliminating or minimizing the counterproductive effects of traditional methods and strategies on EFL learners' behavior and learning. The present study explored the effects of motivational, metacognitive, and technology-based scaffolding in developing Iranian English as a foreign language (EFL) learners’ writing ability. The participants were 60 EFL learners who were selected based on their performance on the Preliminary English Test (PET). The selected participants were randomly assigned to three equal groups. Then, they took the pretest to measure their writing ability at the beginning of the study. In the technology-based scaffolding, software was designed by a computer technician consisting of different tasks. In the motivational scaffolding group, the instruction of writing was based on activities, which stimulated learners’ motivation. In the metacognitive scaffolding group, scaffolded instruction of writing was integrated into metacognitive strategies. The participants of all groups took the posttest. At the end of the study, all participants took part in the interview. The results showed that motivational-based scaffolding was shown to be the most effective technique in enhancing EFL learners’ writing ability. The results of the interview also showed that scaffolding techniques consistently improved the writing skills of EFL students. A sufficient amount of scaffolding instructions help EFL learners to give their best in bridging the gap in their zone of proximal development. The results of this study may be useful for EFL teachers in eliminating or minimizing the counterproductive effects of traditional methods and strategies on EFL learners' behavior and learning. https://jflr.ut.ac.ir/article_88742_7f8f2f22858dc09994811efd28cd5bb7.pdf