Impact of motivational scaffolding on learning achievement

The present study investigated the effects of motivational scaffolding that favors self-efficacy self-determination and improves learning achievement in EFL students with different cognitive styles in the Field Dependence/Independence (FDI) dimension. This study attempted to use both qualitative and quantitative data in order to get more reliable results. As a qualitative part 15 EFL teachers participated. They were conducted in a semi-structured interview and the selected teachers were English teachers at a nonprofit language institute and non-profit university (Moghadas & Nonin) in Ardabil Iran. All of them had been teaching English for more than ten years in the adults'' section of the mentioned places. As a quantitative part two groups of learners participated as experimental and control groups with 30 participants. Motivated Strategies for Learning Questionnaire (MSLQ) was used to determine students’ academic self-efficacy. The Academic Motivation Scale (AMS) was designed for use with college students and is based on the principles of self-determination theory.