سمانه ناظریان

Despite growing interest in the studies on ZPD, its operation in the forms of individualized and group-wide has been controversial. To cast some empirical light on the issue, this study was designed to quantitatively and comparatively study the applicability of the two scenarios of ZPD-based instructions to the writing accuracy of Iranian EFL learners in terms of learners' types (low vs. high scorers). To this end, 118 EFL learners identified as homogeneous based on TOEFL ITP test were randomly assigned into two equal experimental groups (individualized and group-wide ZPD-based) which respectively received compatible instructions utilizing individual and whole-class scaffolding techniques. The treatments were allocated to the groups in a random manner within homogeneous blocks. Prior to and after the treatments, three tests (two writing tests and one ZPD test) were administered to measure both groups’ writing accuracy and their ZPD levels. A ZPD test was also administered in the mid of treatments. Results revealed that I-ZPD-based instruction is constructive to the low scorers, and GW-ZPD-based instruction is not constructive to both low and high scorers. The findings pointed to the use of ZPD-based instructions in TEFL writing in meaningful contexts and thereby showing impacts made on the writing accuracy of learners. The study, indeed, yield support to the feasibility of GW-ZPD measurement along with I-ZPD approach.