Yohana Ebrahim, Abiy Yigzaw, Anegagregn Gashaw
Abstract- The main objective of this research was to check the effects of teacher scaffolding on EFL students’ self-regulation and paragraph writing performance. Intervention case study was the research design used in this research and the method was mixed methods. The participants were one section grade 9 students from Kidame Gebeya Secondary School in Dessie, Ethiopia. Paragraph writing tests, questionnaire for students, classroom observation, students’ self-reflection reports and semi-structured interview for teacher were the data gathering instruments. The data collected through tests and questionnaires were analyzed using paired sample t-test and percentage. The data obtained through observation, self-reflection reports and semi-structured interview were thematically analyzed. The mean difference before and after the intervention, the p-value .000; <0.05 alpha level as well as the data gained through observation, self-reflection reports and semi-structured interview indicated that teacher scaffolding significantly enhances students’ self-regulation and paragraph writing performance.
