摘要：The basic objective of this study was to explore how scaffolding technique impacts upon the writing skills of English as foreign language (EFL) learners in an English as second language (ESL) intercultural communication context. Wood, Bruner, and Ross (1976) define ‘scaffolding’ as the support given in the process of learning to facilitate learners in achieving challenging levels of comprehension that might be difficult without some support. Employing quantitative approach, a single group pre-test and post-test quasi experimental research method is used to conduct this study. In order to gauge the effect of scaffolding technique on the writing skills of EFL learners, twenty-nine Iraqi learners, whose native language is Arabic and they were enrolled in customized English language proficiency and communication skills course, formed a single understudied group for this study. A pre-test was conducted on the group to assess their initial level of writing skills. Scaffolding technique was then used during the training to improve the participants’ English writing skills. Later, post-test was conducted to assess their level of writing skills after the intervention. One sample T-Test was used as a statistical technique. The results of the study showed that the EFL learners scored significantly higher after they were taught using scaffolding technique to improve their writing skills in an ESL intercultural communication context. In order to use scaffolding technique successfully, it is important that teachers provide learners with the optimum assistance that might be required for the completion of the task, and then gradually reduce the level of support until learners become skilled in completing the task independently.
关键词：Intercultural communication;Scaffolding technique;foreign language learners;ESL classrooms
