en The Effect of Teacher Scaffolding on EFL Learners’ Reading Proficiency: A Meta- analysis تخصصي Special پژوهشي Research <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0cm 12px; text-align: justify;" valign="top"><span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">In this research, we carried out a meta-analysis of the effects of teacher scaffolding on EFL learners&rsquo; reading proficiency in which 28 experimental and quasi-experimental studies published from 2008 to 2022 and 39 effect sizes were reviewed and synthesized. Three questions guide this analysis: What is the overall effect of teacher scaffolding on EFL learners&rsquo; reading proficiency? To what extent moderator variables such as learners&rsquo; educational levels and proficiency levels modify the effect of the teacher scaffolding? What is the magnitude of publication bias in this analysis? The overall effect size was found to be 0.89, which represents a large effect size based on Cohen, Manion and Morrison&rsquo; (2007) scale. The effect sizes of moderator variables were calculated and it was reported that the scaffolding has the most effect in elementary learners and elementary school level. The symmetrical funnel plot together with the fail-safe N test indicates that publication bias does not have any significant effect on the effect size reported in this study. The findings of this meta-analysis have implications for EFL teachers, researchers, policy makers and curriculum developers.</span></span></span></span></span></span></td> </tr> </tbody> </table> </div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0cm 12px; text-align: justify;" valign="top"><span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">In this research, we carried out a meta-analysis of the effects of teacher scaffolding on EFL learners&rsquo; reading proficiency in which 28 experimental and quasi-experimental studies published from 2008 to 2022 and 39 effect sizes were reviewed and synthesized. Three questions guide this analysis: What is the overall effect of teacher scaffolding on EFL learners&rsquo; reading proficiency? To what extent moderator variables such as learners&rsquo; educational levels and proficiency levels modify the effect of the teacher scaffolding? What is the magnitude of publication bias in this analysis? The overall effect size was found to be 0.89, which represents a large effect size based on Cohen, Manion and Morrison&rsquo; (2007) scale. The effect sizes of moderator variables were calculated and it was reported that the scaffolding has the most effect in elementary learners and elementary school level. The symmetrical funnel plot together with the fail-safe N test indicates that publication bias does not have any significant effect on the effect size reported in this study. The findings of this meta-analysis have implications for EFL teachers, researchers, policy makers and curriculum developers.</span></span></span></span></span></span></td> </tr> </tbody> </table> </div> Scaffolding, Reading proficiency, Research synthesis, Meta-analysis, Effect size Scaffolding, Reading proficiency, Research synthesis, Meta-analysis, Effect size 78 103 http://ijal.khu.ac.ir/browse.php?a_code=A-10-1369-3&slc_lang=en&sid=1 Seyyedeh Ghazal Hosseini Mousavi Seyyedeh Ghazal Hosseini Mousavi 10031947532846002454 10031947532846002454 No Shahrood University of Technology Seyyed Ali Ostovar-Namaghi Seyyed Ali Ostovar-Namaghi ostovarnamaghi@shahroodut.ac.ir 10031947532846002455 10031947532846002455 Yes Shahrood University of Technology